FOR REFERENCE PURPOSES ONLY -

THE QUIZ MUST BE PURCHASED AND COMPLETED ONLINE IN ORDER TO EARN CEUS

October 2018 Strength and Conditioning Journal (40.5) CEU Quiz

A Tactical Periodization Approach for Rugby Union

1. 1 How are skills best learned?

A. combined in complex situations
B. in isolation before other abilities
C. progressing from specific to general

2. Which of the following is recommend for a game model?

A. It must be firm.
B. It must be adopted.
C. It must be simple.

3. Why is contact skills training most appropriately performed in the middle of the training
week for rugby?
A. It allows for maximum recovery from the previous match.
B. Maximal muscular strength is developed.
C. A greater work capacity is possible during practice.

4. What type of goals does nested planning incorporate?

A. micro-associated
B. meso-associated
C. macro-associated

5. Which of the following skill sets is most important during the defense phase?
A. line speed
B. work capacity
C. efficient handling

6. What type of drills are recommended to develop relative velocity for rugby union?
A. plyometric
B. skill-based
C. linear speed
7. Which of the following is part of a vertical integration approach to physical training?
A. Any physical fitness component is emphasized only once per week.
B. Strength training is completed at least two times per week.
C. Complete rest days occur every other day.

8. Where in the training week is contact skills training recommended?

A. beginning
B. middle
C. end

9. Which of the following roles is shared between the tactical/technical coach and the
strength and conditioning coach?
A. performance stabilization
B. shared mental model
C. periodization

10. How long should work intervals last during a contact skills session?
A. 30-45 seconds
B. 1-2 minutes
C. 3 minutes
 A Tactical Periodization
Approach for Rugby
Union
Jason C. Tee, PhD, Michael Ashford, MSc, and David Piggott, PhD
Institute for Sport, Physical Activity and Leisure, Leeds Beckett University, Leeds, West Yorkshire, United Kingdom
Downloaded from https://journals.lww.com/nsca-scj by BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3OleNjk5BaNwPefXLhnAlTZrujou63UXsScGTFDP3Ayw= on 10/08/2018

ABSTRACT physical preparation should not be iso- of performance benefits as a result of

lated and trained independently; it improved team tactical coordination.
THE CONCEPT OF TACTICAL
should integrate with the mental, tech-
PERIODIZATION HAS BEEN POPU- Rugby union is a field-based team sport
nical, and tactical training. As Tamarit that consists of intermittent bouts of
LARIZED BY A NUMBER OF SUC-
(41) suggests, any physical or technical high-intensity contact (tackles, scrums
CESSFUL, HIGH-PROFILE SOCCER
action has a tactical intention. rucks, mauls) and acceleration/sprint
COACHES. MORE RECENTLY, RE-
PORTS HAVE INDICATED THAT A number of successful contemporary events, interspersed with lower intensity
TACTICAL PERIODIZATION AP- soccer coaches—including Jose Mourin- bouts of walking and jogging (14). The
PROACHES ARE BEING USED ho, Andre Villas-Boas, Jose Peseiro, and prelusory goal of the game is to outscore
Carlos Queiroz—have reportedly adop- the oppositions by either grounding the
WITHIN ELITE RUGBY UNION.
ted TP methodology (7). Recently, it ball over the opposition’s try line or kick-
HOWEVER, FEW REPORTS CUR-
has emerged that elements of the TP ing the ball between the opposition’s goal
RENTLY EXIST, AND RESOURCES
approach have been adopted for the posts (45). Teams attempt to achieve
FOR COACHES INTERESTED IN
training of international rugby players these goals (and prevent the opposition
USING A TACTICAL PERIODIZA- from achieving these goals) through tac-
by Eddie Jones, England’s head coach
TION APPROACH ARE LIMITED. tical maneuvers designed to gain territory
(25). Despite the emergence of a few
THIS ARTICLE AIMS TO DEMON- and exploit space, and as a result, the
translated books and papers (e.g., Tam-
STRATE HOW TACTICAL PERIODI- game is complex and highly unpredict-
arit (41)), TP has not yet been described
ZATION CAN BE APPLIED IN able in nature (33). Every game scenario
in any detail in the English-speaking
RUGBY UNION TO HELP COORDI- creates a different “tactical context,”
world. This article therefore aims to
NATE LONG-TERM PLANNING, which requires appropriate combinations
introduce the methodology of TP and
IMPROVE THE SPECIFICITY OF of technical, physical, and psychological
illustrate its potential adaptation in
TRAINING, AND PREPARE PLAYERS capacities to solve performance problems
rugby union, with the help of examples
MORE EFFECTIVELY FOR COMPE- (32). Effective performers regularly select
from our own professional practice as
TITION. appropriate actions in response to differ-
coaches and academics.
ent game scenarios. This “tactical aware-
It is important to acknowledge at the ness” is a key discriminator of success
INTRODUCTION outset that physical and skill develop- within rugby, and as such, the solving
actical periodization (TP) is ment is most successful when it pro-

T
of tactical problems and the acquisition
a holistic approach to the training gresses from general to specific, and of tactical abilities must be at the core of
and preparation of soccer teams that skills are best learned in isolation all training activities (31).
that originated in the work of the Portu- before being linked and combined in
guese academic and soccer coach, Vitor It is the coach’s role to generate a tac-
complex sport-specific situations (5). tical approach that allows players to
Fradé (29). A key tenet of TP is that As such, the uniform application of
training should never separate the phys- anticipate opposition actions, identify
TP at all levels of a sport is not recom-
ical, tactical, technical, and mental ele- mended. However, for athletes who are
ments of preparation (12). In particular, already accomplished in the physical
KEY WORDS:
coaching; game model; preparation;
Address correspondence to Jason C. Tee, and technical skill requirements of their
team sport; vertical integration
j.c.tee@leedsbeckett.ac.uk. particular sport, TP may offer a number

1 Copyright Ó National Strength and Conditioning Association Strength and Conditioning Journal | www.nsca-scj.com

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 Tactical Periodization for Rugby Union

predictable scenarios, and create explored by Richards et al. (36,37). In After the creation and articulation of
a sense of order within this chaotic constructing a game model, coaches the performance vision, this vision is
environment. This is achieved through specify the main tactical principles that then shared with the players, where
the systematic planning and execution the players should adhere to during the responsibility for its further devel-
of training activities that emphasize the each moment of the game (29). The opment and operationalization be-
tactical principles the players should game model allows coaches to com- comes collaborative between the
adopt within each moment of the municate a “system” or “way of play- players and the coach. This empowers
game. Consequently, this identifies ing” to the playing group. the players to identify key cues and
a need for coaches to have a clear idea developmental factors in the develop-
Development of a game model follows
of the tactical approach their team will ment of the tactical approach (36). In
a characteristic process. Initially, it is
adopt. Lara-Bercial and Mallett (27) doing so, the mental model transitions
constructed as the coach’s mental model
suggest that “simplifying complexity” from being the coach’s construct to
of how the game should be played, or
and using simplified models to create a “shared mental model” between
what Richards et al. (36) call the “Alpha
a clear vision of success are key char- coaches and players, or what Richards
version.” This “mental model” is devel-
acteristics of “serial winning coaches.” et al. (36) call a “Beta version.” The
oped through their understanding of the
In team invasion games, such as soccer shared mental model provides a com-
and rugby union, the first step toward game, incorporating knowledge of his or mon framework and principles within
developing such a vision involves the her own players’ abilities and limitations, which players and coaches have
creation of a “game model.” an understanding of competition de- a shared tactical understanding. It must
mands and of opponent’s strengths be stressed that this approach is not
and weaknesses. A mental model con- intended to constrain behavior, nor
TACTICAL COACHING PRIORITIES structed in this manner provides a “per- prescribe tactical solutions, but allow
THE GAME MODEL AND formance vision” that allows the coach players the freedom to be creative
MOMENTS OF THE GAME to communicate the ideal tactical and make decisions within a framework
The available writings on TP stress the approach in each moment of the game of play (36). Fradé (cited in Martins
importance of a “game model” to his or her players (36,37). (29)) suggests that tactical solutions
(2,7,12,29,41) that defines how the coach to a game should be “born in the play-
The performance vision provides a clear
wants the game to be played. Importantly, er’s mind first,” stressing the impor-
idea of the technical, physical, and psy-
the coach must create a game model—it tance of developing tactics between
chological demands that will be placed
cannot be adopted—and it must be simple coaches and players collaboratively.
on the players in the execution of the
enough to represent the game in its
game model. This allows technical/tac-
entirety but also be flexible enough for
tical and strength and conditioning PRINCIPLES OF PLAY
players to be creative (41). A clear game
model helps players to have a “shared (S&C) coaches to clearly define the re- Under the framework of TP, each
mental landscape” for the game and, thus, quirements of the chosen way of playing moment of the game has a characteris-
may enhance team decision-making (37). and determine the sport-specific skill set tic structure that presents the team
In soccer, proponents of TP often design required, and hence the curriculum that with a performance problem—how best
game models around the so-called “mo- should be followed (36). In a S&C con- to achieve the team’s tactical goal for
ments of the game,” which represent the text, this aligns with the well- that moment of the game within the
4 main states a team may be in during documented process of “needs analysis” constraints presented by the opposi-
a match: (a) transition into attack, (b) at- (30) but increases specificity by consid- tion. Because of the complex nature
tacking organization, (c) transition into ering the team’s intended style of play. of sport, no two moments of play will
defense, and (d) defensive organization
(12,41). However, given differences in
rules (especially rules around contact),
a slightly different “internal logic” exists
in rugby union (19). In rugby union, phys-
ical contests for possession occur before
all phases of play, and the outcomes of
these contests influence the context
within which teams attack and defend.
As such, the “contest for possession” be-
comes the central moment of the game,
which influences all others (Figure 1).
The game model is similar to the con-
cept of a “shared mental model” as Figure 1. Moments of the game for rugby union.

2 VOLUME 40 | NUMBER 5 | OCTOBER 2018

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 ever be exactly identical, and it is around the principles of play for the qualities may be best developed through
impossible to practice for every sce- various moments of the game. In addi- focused, isolated training blocks (22),
nario players will experience on the tion, planning must ensure the necessary but in reality competition structures
field. To reduce this complexity, teams development of required technical skills, necessitate that these qualities are devel-
may apply a set of principles and sub- physical abilities and mental attributes. oped concurrently. In particular, high
principles to guide the tactical re- As such, planning needs to progress levels of muscular strength and hyper-
sponses (29). These principles and along 2 temporal levels: (a) short-term trophy are essential for elite perfor-
sub-principles provide a sort of heuris- progression from game to game that mance in rugby union (17). S&C
tic to guide team responses in the cha- needs to be aligned with (b) medium- coaches will be concerned about
otic environment. Consequently, this and long-term progression over the whether it is possible to illicit the
requires a hierarchy of principles and course of the season or multiple seasons. required physical adaptations for perfor-
sub-principles to guide behavior within This nested-planning approach allows mance by foregoing traditional condi-
each moment of the game (Figure 2). for performance stabilization in the tioning methods in favor of a TP
short term, ensuring that a team is opti- approach.
PLANNING mally ready to perform during regular
Implementing TP requires exceptional It is clear that the necessary strength
weekly competition but also emphasizes
planning to “operationalize” team tactics and hypertrophy required for elite per-
continued long-term player
through the systematic repetition and development. formance cannot be developed solely
progression of training goals. Nested through on-field conditioning practi-
planning (1) refers to shaping learning PHYSICAL CONDITIONING WITHIN ces. Resistance training methods are
toward a set of macro-associated (long- TACTICAL TRAINING indispensible in rugby union (17), and
term) goals and aligning different areas Although the evidence for TP improv- it follows that training can therefore
of learning and development to speci- ing team-sport performance outcomes never be wholly tactical in nature.
fied time frames. The different moments is anecdotal at present, similar ap- There is, however, scope within the
of the game and the principles that proaches (36,42,43) have been shown prescription of resistance training to
underpin them mean that a range of to be beneficial. The intermittent, con- align training stimulus with on-field
learning activities have to be completed tact nature of rugby union requires play- activities to improve transfer of physi-
to meet the set objectives. The coaching ers to have well-developed endurance, cal abilities from the weight room to
plan needs to ensure that sufficient high-intensity, speed, strength and the field (4). For example, a field ses-
learning opportunities are provided power capabilities (17). These physical sion with a focus on acceleration,

Figure 2. Game model for rugby union demonstrating principles of play for each moment of the game.

3
Strength and Conditioning Journal | www.nsca-scj.com

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 Tactical Periodization for Rugby Union

deceleration, and collisions could be a difficult quality to improve within In this light, the transfer of physical
successfully paired with a gym session a team sport environment (3,23). In this abilities to game performance will be
incorporating heavy sled towing. Fur- context, training dedicated specifically better for abilities developed through
ther examples of how resistance train- to improving linear maximal velocity an integrated model of training. It has
ing could be used to complement for rugby may be taking time away already been demonstrated that
tactical training sessions are provided from tactical development activities. a conditioning games approach is
in Table 2. Instead “relative” or “game-specific” effective for developing endurance fit-
speed may be a much more important ness in professional rugby players
In contrast to resistance training, tacti-
parameter for performance and can be
cal training sessions represent an ideal (18). In addition, recent research has
trained within a game context (16).
opportunity to develop game-specific demonstrated that manipulating the
Abilities such as changing direction at
speed, physical endurance, and constraints in various small-sided
high speed to avoid a defender and
repeated high-intensity effort abilities accelerating through contact or main- games allows coaches to adapt the
in situ. The effectiveness of this taining speed while catching a pass are physiological stresses placed on par-
approach has been previously demon- much more likely to have an effect on ticipants (44). Based on this informa-
strated (16,18,44). For example, maxi- match performance. These skills are tion, the integrated approach to
mal velocity is noted as an important better trained using skill and game- training advocated by TP may be
physical quality for rugby union perfor- based approaches rather than linear effective for conditioning rugby union
mance (14), but maximal velocity is speed drills (10). players.

Figure 3. Typical structure of a tactical periodization training plan for soccer for (A) a 6-day turnaround and (B) a 5-day turnaround.

4 VOLUME 40 | NUMBER 5 | OCTOBER 2018

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 VERTICAL INTEGRATION The differing physical components are Applying the concept of vertical inte-
A key principle of the TP model is the emphasized by varying the playing gration to rugby training requires
concept of “horizontal alternation of time, playing area, playing numbers, consideration of a number of rugby-
specificity” (12,41) (direct translation) and technical and tactical complexity specific factors. Of primary concern is
but is operationally similar to Charlie of training activities throughout the the frequency of physical contact
Francis’ “vertical integration” approach week (Table 1). In accordance with within rugby union. Professional rugby
to physical training (15). This describes players are involved in multiple con-
the principle of overload, training
the manipulation of training activities tact events during match play (10–25
should aim to exceed the typical match
tackles, 7–74 rucks/mauls) (13), which
to emphasize the development of dif- demands of whichever physical quality
significantly increases the overall phys-
ferent physical and tactical abilities is being trained on that day. Examples
ical exertion experienced by players
throughout the training week. Thus, of integrated TP training sessions for
(24). Contact training needs to be
no two days within a given week stress soccer have been provided by Buchheit
undertaken regularly during rugby
the same physical fitness or tactical et al. (4). It is important to note that
training to improve tackle and ruck
component. Training emphasis is these terms (i.e., “strength,” “endur- efficacy (21), but contact skills training
switched on a daily basis to ensure bal- ance”) in the context of TP literature comes at a cost of physical trauma and
anced physical development and to have different meanings to those tradi- fatigue (40). For this reason, the posi-
allow adequate recovery of the physi- tionally used in the strength and con- tioning of contact training sessions
cal fitness component stressed during ditioning literature. For example, within the training week requires spe-
the previous session. TP models for “strength” training refers to a session cial consideration. It takes at least 48
soccer typically aim to include training where the emphasis is on playing hours to recover from rugby match
days that emphasize strength, endur- games in small spaces to overload play (38) and at least 24 hours to
ance, speed, and recovery during the acceleration and deceleration de- recover from contact training sessions
training week. The hypothetical struc- mands. Going forward, in this text, (39). Therefore, we suggest that con-
ture of typical training weeks under this we will attempt to apply some more tact skills training is placed in the mid-
approach is illustrated in Figure 3. universally accepted descriptors. dle of the training week to allow for

Table 1
Soccer-specific tactical periodization emphasizing different physical stresses in training
Training emphasis Strength session Endurance session Speed session Recovery session

Training goal High density of Exceed average match Very high velocity of Physical demands that are
acceleration/ demands in total movement and an similar to match play, but
deceleration, change of volume and relative exaggerated speed for shorter duration with
direction, jumping and distance (m/min) of decision making much longer rest periods
shooting activities
Group size Medium to small, even Large, e.g., 10 versus Medium, attackers Medium to small, attackers
numbers of attackers 10 or 10 versus 8 outnumber outnumber defenders, e.g.,
and defenders, e.g., 5 defenders, e.g., 8 8 versus 2 or 4 versus 2
versus 5 or 4 versus 3 versus 4
Playing area Small, e.g., 20 3 30 m Medium to large, e.g., Medium, e.g., 40 3 Medium to small, e.g., 30 3
50 3 60 m or full 30 m 30 m or 15 3 20 m
field
Interval time Short with frequent rest Long intervals, Very short with 10–15 min
periods, 3–5 min 20–30 min frequent rest
periods, 1–2 min
Recovery between Partial recovery, 3–5 min Complete recovery, Partial recovery, Complete recovery, 5–8 min
intervals 5–8 min 2–4 min
Intervals per set 2–3 1 2–3 1
No. of sets 4–6 1–3 4–6 3–4

5
Strength and Conditioning Journal | www.nsca-scj.com

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 Tactical Periodization for Rugby Union

both maximum recovery from the pre-

Medium to large, e.g., 50

Active Recovery session

short periods of play,

with long periods of
vious match and to allow full recovery

Large, e.g., 15 versus 8

3 60 m or full field

Speed-strength/power: Olympic No resistance training

match intensity for
before the next match (Figure 4). The
Similar to or below

placement of the contact training ses-

sion “anchors” the rest of the training
recovery

week. Rugby players generally have at

least 2 rest days in a 7-day microcycle,
Rugby-specific TP model emphasizing horizontal alternation of different physical stresses throughout the training week

meaning that they effectively have 1

60 s
2–3

3–4
3–4
less training day per week than soccer
players. This is similar to the 6-day

sets/reps: 5 3 3–5; intensity:

and tactical execution; some
making, movement actions,

microcycle in soccer (Figure 3B). Sug-

lift variations, plyometrics;

Elevated speed of decision

gested training parameters for all verti-

Medium, e.g., 10 versus 7

Medium, e.g., 60 3 50 m

0–70% 1RM—velocity
cal integration sessions are provided in
Speed session

contact involvement

Table 2, with explanations in the

text below.
In the rugby context, it may be favor-

emphasis
able to place a non-contact work
60–120 s
30–60 s

capacity session on Monday (after

a Saturday match) for 2 reasons. First,
6–8
4–6

players do not fully recover during the

first 48 hours after match involvement
Training emphasis Noncontact work capacity session Contact, acceleration and deceleration sessions

variations, Olympic lift variations; sets/reps: 5

and/or rucks), acceleration, deceleration, and
High density of contact involvements (tackles

3 1–3; intensity: .85% 1RM—acceleration

(39) and so should not be exposed to

Strength-speed/acceleration: sled push/pull

further collisions or high-intensity ex-

ertions during this period. Second, the
running demands of rugby union
Medium to small, e.g., 5 versus 5

match play are relatively low (6), and

Table 2

in the absence of contact these can be

achieved and exceeded relatively easily
during conditioning games (24). This
changes of direction

Medium to large, e.g., 50 3 60 m or Small, e.g., 15 3 20 m

indicates that the aerobic ability

required for performance can be main-
tained through these non-contact work
emphasis

capacity sessions while simultaneously

60–120 s

developing skills and/or tactical

awareness. These sessions could be
60 s

3–5
4–6

seen as similar to the “endurance” or

“recovery” sessions advocated in the
running intensities and volumes

hinge, push, pull with unilateral/

bilateral options; sets/reps: 3 3

1RM 5 1 repetition maximum; TP 5 tactical periodization.

TP literature.
greater than match play; no

Large, e.g., 10 versus 10 or 10

5–8; intensity: 65–85% 1RM

Full body strength: squat, hip
Develop endurance capacity;

In addition to the positioning of con-

tact training during the week, the
“dose” of contact players are exposed
to in training is an important consider-
Recovery between Complete, 5–8 min
physical contact

ation. Analysis of ball-in-play time in

rugby union has shown that, on aver-
20–30 min
versus 8

full field

age, the ball is in play for 26 seconds,

with the longest ball in play phase re-
ported as 113 seconds, and the average
1–3
1

ball out-of-play time is 59 seconds (34).

The mean contact demands of rugby
training session

show that players may be exposed to

Complimentary
No. of intervals
Training goal

Interval time

0.56 contact events per minute (28),

Playing area

resistance
intervals
Group size

No. of sets

but this figure may increase to 0.89

collisions per minute during the lon-
gest periods of play (35). Based on this
analysis, relative overload can be

6 VOLUME 40 | NUMBER 5 | OCTOBER 2018

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 achieved within a contact skills session running intensities at times during this is suggested that this should be split into
by ensuring that work intervals last for session, although these need not be 2 dimensions: (a) the tactical/technical
1–2 minutes so that players are concurrent. dimension (motor behaviors, cognitive
involved in approximately 1 collision Because these training sessions take functioning) and (b) the physiological
per minute. Contact training sessions place in the presence of a main empha- dimension (physical load) (12). Appre-
rely largely on players both generating sis on technical/tactical skill develop- ciating these 2 factors will allow coaches
momentum through rapid acceleration ment, there will be a great deal of to manipulate the levels of intensity to
and negating other player’s momen- variation between work intervals. Mi- ensure the tactical “vision” of the prin-
tum during contact phases. The ability crotechnology is hugely valuable to ciple is met. In Kerr’s (26) study of the
to close space quickly and realign the S&C coach in assessing whether “All Blacks” rugby team, for example,
effectively are determinants of success the session goals have been achieved coaches and players confessed that tac-
for defenders. As such, acceleration and in providing feed-forward informa- tical elements, such as decision-making,
and deceleration abilities are naturally tion to further improve subsequent physical intensity, and the number of
stressed through contact-focused tech- training sessions (9). randomized situations incorporated
nical/tactical activities, and these can Using a TP structure emphasizes con- within training, far exceeded the de-
be further emphasized through the use sistency of training prescription across mands of an elite international rugby
of small playing areas and evenly multiple competition weeks. This en- match. This highlighted the overall goal
matched team sizes (44). sures that players receive adequate of their training: for training to be hard-
Speed emphasis training in rugby (hopefully optimal) stimulation each er than the game.
union should look to accentuate both week for each of the important physi-
The holistic nature of TP means that
speed of decision making and speed of ological parameters for performance.
a number of demands can be
movement. It is during this session that In the long-term, this is likely to pro-
increased to affect session demands.
players should accumulate most of duce consistency in physical perfor-
Coaches can manipulate the levels of
their maximum velocity (VMax) run- mance, avoiding undesirable peaks
cognitive load, technical skills, tactical
ning volume for the week. Analysis of and troughs during the season.
understanding, physical stress, anxi-
the “worst-case” scenario during inter- ety, and complexity of movements
national match play has shown that the SESSION TO SESSION depending on the desired goal. Tan
maximum distance covered in a 1-min- IMPLEMENTATION et al. (42) theorized 4 pedagogical
ute interval is 184 6 28 m (11). This The principle of “conditioned practices” principles that can allow for learning
indicates that a mean intensity of 200 can be used for the planning of individ- to occur: (a) tactical complexity, (b)
m/min during work intervals will sat- ual training sessions within the larger representation, (c) exaggeration, and
isfy the overload requirement for speed training plan (12). Effective conditioned (d) tactical transfer. Coaches can
during these sessions. It is important practices rely on the coach shaping apply these principles to challenge
that players achieve both individual training around the targeted principles their players to understand the
VMax and worst-case scenario mean of play and associated key behaviors. It moment of the game (as informed

Figure 4. Proposed structure of a tactical periodization training week for rugby.

7
Strength and Conditioning Journal | www.nsca-scj.com

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
8

Tactical Periodization for Rugby Union

Table 3
Sample session plan focused on defensive organization, illustrating the incorporation of tactical periodization principles into session planning
VOLUME 40 | NUMBER 5 | OCTOBER 2018

Date: October 6, 2017 Phase: early in-season Total time: 1 h

Tactical Session aims:

Game moments: defense organization (DO) and transition from defense to attack (TDA)
Tactical scenario: goal line defense (DO)
Sub-principle: high line speed (get away from the line)
Sub-sub-principles: compress/safety in numbers; win the body height battle
Tactical scenario: goal line turnover (TDO)
Sub-principle: identify space and transfer ball there quickly
Sub-sub-principles: eyes up; effective communication
Technical: appropriate body Physical: “strength” emphasis— Mental: siege mentality—hold
position/height for goal line frequent collisions and the line at all costs
defense accelerations

Activity Structure Key coaching points

Warm-up/introduction
1) Wrestling (contact readiness) 1 versus 1, both players on Players aim to pin opponents’
knees, 5 3 20-s bouts with shoulders. Relates to body
40-s recovery. height battle (technical)—can
not let opponent get
underneath you!
2) 2 versus 1 tackling From standing start, ball carrier Primary defender target hips/
aims to carry ball between 2 thighs (low). Secondary
defenders. Defenders aim to defender wrap upper body,
hold player up/drive him lend weight (technical).
back. Five carries per player in
a group of 3.

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 Table 3
(continued )
Game/activity 1: small space 5 versus 5 in 15 3 15 m. Tactical: 1) Attackers must
goal line defense Multiple grids to ensure all commit players to keep
players involved. 6 3 60 s possession; defenders have
bouts with 60 s rest between numbers advantage if not
each (each team defend 33). involved in ruck. Make good
If teams score within 60 s decisions regarding when to
throw in a new ball and compete. 2) Attackers can
continue. attack either side of ruck,
therefore eyes up and match
numbers. 3) Relieve pressure
through consistent hard line
speed.
Technical: 1) Maintain body
height/tackle technique. Aim
for 2 versus 1 tackles.
Mental: 1) Additional
consequences for conceding.
2) Agitated/angry coaching
behaviors to increase
pressure. 3) Deliberately
unfair refereeing during some
bouts to develop resilience.
Strength and Conditioning Journal | www.nsca-scj.com

Game/activity 2: increase focus 8 versus 8 in 30 3 22 m. Tactical: 1) Further danger

close to goal line Constraint 5 field width related to width (attackers
narrows nearer goal line going round you), closer to
(see figure). goal line danger related to
attackers going through you.
Awareness of need to
compress defense and
increase line speed closer to
line.
Technical: 1) Remain connected
during when there is greater
width. 2) Defend forward, 2
man tackles close to goal line
6 3 120-s bouts with 60-s rest
between each (each team Mental: As above
defend 33). If teams score
within 120 s, restart
immediately from top of grid.

(continued)
9

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 Tactical Periodization for Rugby Union

by principles of play) targeted within

penalties by being over eager.

want held up, want turnover.
Mental: 1) Maintain discipline—
Tactical: 1) Defenders to realize

miss tackles because of high

a turnover. 2) After turnover,

numbers advantage; do not

commitment. Must hunt for
that session.

Technical: 1) Tackle to floor as

aggressive line speed, gang

line speed; do not concede

method of transferring ball
identify and communicate

do not get overexcited by

soon as possible—do not
that they have numbers

behaviors accordingly—
To give a practical example, consider

where space is quickly.

there (pass/kick/carry).
Identify most effective
advantage and adjust

a team that needs to develop their abil-

tackles, breakdown
ity to defend while positioned danger-
ously close to their try line. Multiple
technical, tactical, physical, and mental
demands are placed on the players in
this situation (e.g., tackle technique,
aggression, determination, physical
conditioning, repeated high-intensity
effort ability, the shape and understand-
ing within the defensive line, and effec-
tive communication between players).
For a team to achieve its goals of (a)
not conceding points and (b) regaining
possession, they will need to be effec-
tive in all these areas. The principle of
“representation” implies that the prac-
tice should represent the information-
movement coupling of that in a game
(41). In this instance, a coach should
ensure that the attacking team is simu-
not use consecutive pick and
goes. 6 3 60-s bouts with 60-
8 versus 6 attack defense game
in a large area: 30 3 50 m.
Attackers constrained, may

team defend 33). If teams

lating a representative tactically

restart immediately at half
s rest between each (each

score within 60 s, throw

informed attack close to the ruck situa-

tion and that the defensive response is
(continued )
Table 3

appropriate. The coach may vary the

tactical complexity of practice depend-
ing on what needs to be achieved. In
this instance, the game could be made
simpler with smaller numbers (5 versus 5)
way.

and a relatively small pitch (15 3 10 m).

To align this session with the vertically
integrated physical development plan,
this particular session would be placed
within the “contact, acceleration, decel-
eration” emphasis day of the weekly
microcycle. Set and rep times would
be manipulated to achieve relative phys-
ical overload.
Manipulating the physical and tactical
constraints in this way requires players
to make more tackles in a certain time
frame than they would in a competitive
match (8,33). Similarly, manipulating
the rules and behaviors of the partici-
Game/activity 3: overload

pants will “exaggerate” the importance

of certain techniques and actions, once
again increasing both the physical load
and the cognitive load. In addition,
because of the psychological nature
defense

of “danger” in almost conceding,

coaches can use certain behaviors, such
as scolding and hustling, to replicate
the psychological context of a game

10 VOLUME 40 | NUMBER 5 | OCTOBER 2018

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 (20). Training should always represent In practical terms, this interaction will coordination of the players or the abil-
the true nature of the game, yet prin- necessitate weekly planning meetings ity to execute tactical movements
ciples of “tactical complexity” and between the technical/tactical and under pressure. The S&C coach will
“exaggeration” can be applied to help S&C coach where the training pro- use objective (global positioning sys-
achieve the tactical goal (42). A sample gram for the week will be discussed tem, video) or subjective measures (ses-
session plan for a training session and described. After analysis of the pre- sion rating of perceived exertion) to
incorporating the above session is pro- vious game performance and consider- gauge whether the activity achieved
vided in Table 3. ation of the long-term program goals, the desired levels of physical exertion.
the technical tactical coach will decide Based on these observations, both
on a number of training outcomes for coaches should reflect and discuss
COLLABORATION BETWEEN the week. The S&C coach will provide how training activities can be further
TECHNICAL TACTICAL AND S&C improved. It is imagined that over time
COACH a broad weekly training template that
takes into account the principles of ver- the coaches will develop a library of
It may be advantageous for rugby
tical integration for the purposes of activities that they trust to develop
union teams to adopt a TP approach
maintaining or developing physical the holistic training goals described
to training because of the demonstra- and that manipulations of these activ-
qualities over the course of the week’s
ble advantages in training specificity. ities will form the basis of future train-
microcycle. The technical/tactical and
Application of this approach maxi- ing sessions.
S&C coach should then collaborate to
mizes time spent in game situation
decide which activities might best
activities that will likely have a positive address the goals for the week and
influence on on-field performance. CONCLUSION
where these activities would be best The idea of TP has been made popular
However, consideration needs to be placed in the schedule. During this pro-
given to the nature of the relationship recently by a number of high-profile
cess, the S&C coach would likely assist soccer coaches and, with Jones’ recent
between technical/tactical and S&C the technical tactical coach in manip- work, seems to be making its way into
coach (Figure 5). There is significant ulating the constraints of activity rugby union. However, very few reports
overlap both in the skills required design (pitch dimensions, numbers of of TP currently exist, and only scant
and in the areas of responsibility for attackers and defenders, work and rest material is available for coaches inter-
planning. As such, the relationship period timings, etc.) to align with the ested in application. In this article, we
between these 2 professionals needs physical training outcomes desired. have therefore tried to show how TP
to be collaborative and transactional After this planning phase, both techni- can be applied in rugby union to help
both in the long- and short-term. Con- cal/tactical and S&C coaches must coordinate long-term planning, improve
stant communication will be required critically assess all activities to deter- the relevance and efficiency (specificity)
to allow for the program to be agile mine whether they have achieved the of training, and prepare players more
enough to respond to arising match- desired outcomes. The technical/tacti- effectively for competition.
to-match needs while still maintaining cal coach may assess this based on Coaches should create their own game
focus on long-term team development. improved understanding or tactical model, simplifying the complexity of
the game, and specifying the key mo-
ments and main tactical principles and
sub-principles by which they want
their team to play. Nested plans can
be organized around these principles
with the tactical demands driving the
inclusion of relevant and complemen-
tary technical, physical, and psycho-
logical skills. When coaches have
a clear vision for how they want their
team to play, designing weekly and
monthly plans that are balanced ac-
cording to the demands of their vision
becomes relatively simple. At the level
of a session, TP reminds us of the sanc-
tity of the “unbreakable entirety” of the
game (41). This concept provides ped-
Figure 5. Roles of technical/tactical and strength and conditioning coaches in agogical principles for the creation of
collaborative planning for tactical periodization. activities and situations that anchor

11
Strength and Conditioning Journal | www.nsca-scj.com

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 Tactical Periodization for Rugby Union

every action to the game model and 8. Correia V, Araújo D, Cummins A, and Craig
Michael CM. Perceiving and acting upon spaces in
associated principles of play.
Ashford is a PhD a VR rugby task: Expertise effects in
Despite the potential value we have student in Sports affordance detection and task
attempted to illustrate in this article, Coaching at Leeds achievement. J Sport Exerc Psychol 34:
the efficacy of TP as a coaching Beckett Univer- 305–321, 2012.
methodology is no better than anec- sity, and the 9. Cummins C, Orr R, O’Connor H, and West
dotal at present. It remains unclear attack coach of C. Global positioning systems (GPS) and
how TP may best be applied in rugby Harrogate Rugby microtechnology sensors in team sports: A
union and to what extent it might Football Club. systematic review. Sports Med 43: 1025–
lead to playing success. Indeed, 1042, 2013.
a number of basic questions await 10. Davids K, Araújo D, Correia V, and Vilar L.
empirical scrutiny: Does TP lead to David Piggott is How small-sided and conditioned games
improved team decision-making? Is a senior lecturer enhance acquisition of movement and
physical training more effective when in Sports Coach- decision-making skills. Exerc Sport Sci Rev
41: 154–161, 2013.
integrated with tactical training in ing at Leeds
a TP approach, and how is this best Beckett 11. Delaney JA, Thornton HR, Pryor JF, Stewart
achieved? How long does it take to University. AM, Dascombe BJ, and Duthie GM. Peak
running intensity of international rugby:
embed a TP approach with a squad?
Implications for training prescription. Int J
How far can a TP approach be adop-
Sports Physiol Perform 12: 1039–1045,
ted with junior players or with lim- 2017.
ited resources?
12. Delgado-Bordonau J and Mendez-
Similar methodologies, such as Villanueva A. Tactical periodization:
those developed by Richards et al. REFERENCES Mourinho’s best kept secret. Soccer
(36), have demonstrated some initial 1. Abraham A and Collins D. Taking the next NSCAA J 3: 28–34, 2012.
empirical success in team sports step: Ways forward for coaching science. 13. Deutsch MU, Kearney GA, and Rehrer NJ.
Quest 63: 366–384, 2012.
(soccer, hockey, and netball). In Time-motion analysis of professional rugby
addition, many of the pedagogical 2. Aquino R, Cruz Gonçalves LG, Palucci union players during match-play. J Sports
Vieira LH, Oliveira LP, Alves GF, Pereira Sci 25: 461–472, 2007.
principles informing TP are derived
Santiago PR, and Puggina EF.
from better tested theories, such as Periodization training focused on technical-
14. Duthie G, Pyne D, and Hooper S. Applied
Teaching Games for Understanding tactical ability in young soccer players
physiology and game analysis of rugby
(41) and constraints and nonlinear union. Sports Med 33: 973–991, 2003.
positively affects biochemical markers and
pedagogy (43). So, although there game performance. J Strength Cond Res 15. Francis C and Patterson P. The Charlie
are some indications that TP may 30: 2723–2732, 2016. Francis Training System. TLBI
be a fruitful approach, some path- 3. Barr MJ, Sheppard JM, Gabbett TJ, and Publications, 1992. pp. 27–44.
breaking coaches will need to take Newton RU. Long-term training-induced 16. Gabbett TJ. Skill-based conditioning
a risk, apply the ideas outlined here, changes in sprinting speed and sprint games as an alternative to traditional
momentum in elite rugby union players. conditioning for rugby league players.
and generate and share some
J Strength Cond Res 28: 2724–2731, 2014. J Strength Cond Res 20: 309, 2006.
evidence before we truly know
the value of TP to rugby union 4. Buchheit M, Lacome M, Cholley Y, and 17. Gamble P. Physical preparation for elite-
Simpson BM. Neuromuscular responses level rugby union football. Strength Cond J
coaches.
to conditioned soccer sessions 26: 10–23, 2004.
Conflicts of Interest and Source of Funding: assessed via GPS-embedded
18. Gamble P. A skill-based conditioning
The authors report no conflicts of interest accelerometers: Insights into tactical
games approach to metabolic conditioning
and no source of funding. periodization. Int J Sports Physiol
Perform, 2017, [Epub ahead of print]. for elite rugby football players. J Strength
Cond Res 18: 491–497, 2004.
5. Burton AW and Miller DE. Movement Skill
Assessment: Human Kinetics, 1998. pp. 19. Grehaigne JF, Wallian N, Light R, and
Jason C. Tee is Godbout P. Tactical-decision learning
131–156.
a senior lecturer model and students’ practices. Phys Educ
in Sports 6. Cahill N, Lamb K, Worsfold P, Headey R,
Sport Pedagog 10: 255–269, 2005.
and Murray S. The movement
Coaching at 20. Harvey S, Cushion CJ, Cope E, and Muir B.
characteristics of English premiership
Leeds Beckett rugby union players. J Sports Sci 31: A season long investigation into coaching
University, and 229–237, 2013. behaviours as a function of practice state:
the lead 7. Casarin RV and Oliveira R. Tactical
The case of three collegiate coaches.
Strength and periodization: Structuring principles and
Sports Coach Rev 2: 13–32, 2013.
Conditioning Coach for Leeds Rhinos methodological errors in its application in 21. Hendricks S, Till K, Brown JC, and Jones B.
Women’s team. soccer. efdeportes.com 15: 144, 2010. Rugby union needs a contact skill-training

12 VOLUME 40 | NUMBER 5 | OCTOBER 2018

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
 programme. Br J Sports Med 51: 829– Champaign, IL: Human Kinetics, 2014. pp. 38. Roe G, Darrall-Jones J, Till K, Phibbs P,
830, 2017. 3–13. Read D, Weakley J, and Jones B. Between-
22. Issurin VB. New horizons for the 31. O’Connor D and Larkin P. Decision making days reliability and sensitivity of common
methodology and physiology of training and tactical knowledge. In: Favero T, Drust fatigue measures in rugby players. Int J
periodization. Sports Med 40: 189–206, B and Dawson B, eds. International Sports Physiol Perform 11: 581–586,
2010. Research in Science and Soccer II. 2016.

23. Jacobson BH, Conchola EG, Glass RG, Routledge, 2015. 39. Roe G, Till K, Darrall-Jones J, Phibbs P,
and Thompson BJ. Longitudinal 32. Oliveira JG. Nuestro microciclo semanal Weakley J, Read D, and Jones B. Changes
morphological and performance profiles for (morfociclo). VI Clinic Fútbol Base in markers of fatigue following
American, NCAA division I football players. Fundación FC Porto. Osasuna, 2007. a competitive match in elite academy rugby
J Strength Cond Res 27: 2347–2354, union players. South Afr J Sports Med 28:
33. Passos P, Araújo D, Davids K, Gouveia L, 1–4, 2017.
2013.
Milho J, and Serpa S. Information-
24. Johnston RD, Gabbett TJ, and Jenkins DG. governing dynamics of attacker-defender 40. Roe G, Darrall-Jones J, Till K, Phibbs P,
Influence of number of contact efforts on interactions in youth rugby union. J Sports Read D, Weakley J, Rock A, and Jones B.
running performance during game-based Sci 26: 1421–1429, 2008. The effect of physical contact on changes
activities. Int J Sports Physiol Perform 10: in fatigue markers following rugby union
34. Read D, Jones B, and Till K. The influence field-based training. Eur J Sport Sci 17:
740–745, 2014.
of possession on the movement and 647–655, 2017.
25. Jones E. Keynote address. International physical demands in adolescent rugby
Council for Coach Education (ICCE), union match play. J Sport Sci 34: s52, 41. Tamarit X. What Is Tactical Periodization?
Global Coaches Conference, Liverpool, 2016. Bennion Kearny Limited, 2015. pp. 1–132.
July 31, 2017. 42. Tan CWK, Chow JY, and Davids K. “How
35. Reardon C, Tobin DP, Tierney P, and
26. Kerr J. Preparation. In: Legacy. London, Delahunt E. The worst case scenario: does TGfU work?”: Examining the
United Kingdom: Constable, 2013. relationship between learning design in
Locomotor and collision demands of the
27. Lara-Bercial S and Mallett CJ. The longest periods of gameplay in tgfu and a nonlinear pedagogy. Phys Educ
practices and developmental pathways of professional rugby union. PLoS One 12: Sport Pedagog 17: 331–348, 2012.
professional and olympic serial winning e0177072, 2017. 43. Thorpe L, Bunker R, and Almond L.
coaches. Int Sport Coach J 3: 221–239, Rethinking Games Teaching (1st ed).
36. Richards P, Collins D, and Mascarenhas
2016. Loughborough, United Kingdom:
DR. Developing rapid high-pressure team
28. Lindsay A, Draper N, Lewis J, Gieseg SP, decision-making skills. The integration of Department of Physical Education and
and Gill N. Positional demands of slow deliberate reflective learning within Sport Science, Loughborough University,
professional rugby. Eur J Sport Sci, 2015. the competitive performance environment: 1986.
29. Martins F. The tactical periodization A case study of elite netball. Reflect Prac 44. Vaz LMT, Gonçalves BSV, Figueira BEN,
according to Vı´tor Fradé. More than 13: 407–424, 2012. and Garcia GC. Influence of different small-
a concept, a way of being and reflecting 37. Richards P, Collins D, and Mascarenhas sided games on physical and physiological
football [thesis]. University of Porto, Porto, DRD. Developing team decision-making: A demands in rugby union players. Int J
2003. holistic framework integrating both on-field Sports Sci Coach 11: 78–84, 2016.
30. McGuigan M. Evaluating athletic and off-field pedagogical coaching 45. World Rugby. Laws of the Game Rugby
capacities. In: High-performance Training processes. Sports Coach Rev 6: 57–75, Union. Dublin, Ireland: World Rugby,
for Sports. Joyce D and Lewindon D, eds 2017. 2018.

13
Strength and Conditioning Journal | www.nsca-scj.com

Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.