Having gone full-time as a coach in January 2014 I felt I had some catching up to do following 18 months at a desk in the City. Whilst I had been running Edge alongside this role, I knew I need to invest properly in my coaching career and start reading up again on all manner of coaching topics. It was in this capacity that Jamie Taylor's excellent blog ( here ) became a vital part of my reading, leading to constantly scribbling notes down in my chosen notebook. I knew that he would be a good person to visit and had seen through his tweets, and the articles that he shared, that he is an outstanding, progressive and forward-thinking coach. Fortunately I was able to organise a trip up the M1 to Denstone College (a school with an ever-increasing reputation on the national rugby scene) for the day to get an insight into what they are doing, how they are doing it and why. Some highlights are below.

What is the basis of the rugby program at Denstone?
For me, it is all about challenge and support. We want to put our rugby players out of their comfort zone in training, with their S&C, in matches etc. We present them with that challenge and support them as best we can to achieve it. If they are unable to meet the challenge as an individual or as a team then again, that is where the support comes in to help them build that resilience to go again.


And how does that feature into the overall objective for rugby?
The main objective is not to attain glory for the school. We play as tough a fixture list as we can to challenge the boys because our key aim is based around development and the educational benefits of rugby (such as teamwork, leadership, grit, respect). We want to provide the best school rugby experience possible so as to ensure that our boys continue to play and enjoy their rugby once they have left. The elite environment we seek to provide for our students has led to a number of students being involved with Academies such as Leicester, Worcester and Sale. Leavers gaining Academy contracts and playing to a very high level, as well as general participation at University and beyond, is an important driver and measure of success for us. We focus on competition, and all that brings, rather than just winning.


What have you put in place in order to foster than environment?
Across the board we apply elite principles to the school environment but the first key point for us is Character and Values. Within this we focus on Teamwork, Pride, Commitment and Enjoyment. The boys are aware of this but the challenge lies in ensuring that we all live those values rather than just be able to recite them. That's something that as a collective - staff and players, we strive to maintain. Second for us is Athletic Development. Our Strength and Conditioning (S&C) team do a fantastic job in co-ordination with us as rugby coaches to produce physically robust players who can cope with, and dominate, the demands of the game. We now have Movement Lit as a PE module in Years 7-9 and welcome all our students to the gym, and field-based athletic development sessions, so we can educate them in how to train in a safe manner. Third is Psychology, and finally Tactical and Skill Development. It's a whole-school initiative with an educational focus - encouraging our students to think about, and understand, the nature of their sport and training.


How does this approach manifest itself within the rugby environment for training and matches?
I have to say I'm a very competitive person, as are many of the boys. However there is a bigger picture. We focus on their development and rising to the challenge. Challenge Point Framework (Guadagnoli and Lee, 2004) talks about the optimum challenge for skill acquisition.  We have established a continuum for the acquisition and retention of skill  that we can apply depending on what stage of skill acquisition they are at - subsequently some sessions will have a theme of either Explore or Perform whereby the focus is either on learning, thinking and developing or performing and executing to a high level what has been covered in training. 

It was certainly interesting to hear first-hand what is driving Denstone College forward as a force in schools' rugby. It is also thanks to Jamie that I have now downloaded the apps 'Pocket' and 'Evernote' which are already proving useful in keeping on top of various coaching articles and maintaining my own time management! With two full-time S&C coaches at Denstone, and Jamie's comments regarding the prevalence of Movement Lit and use of the athletic development resource for all ages, it was fascinating to hear from Daniel Pyke how they actually put this into practice. 

Dan, can you explain the S&C provision at Denstone?
We have two full-time S&C coaches and we work both with the sports teams as well as with the students in general. Teams do have specific slots at times, and the older athletes are on more specific conditioning programmes which they complete during the course of the week. But we see it as a whole-school thing - Movement Literacy is a module in PE for our Year 7-9 students and lunch-time sees the Performance Centre open to any and all students of all ages. We apply high performance principles in a school environment with movement, education and enjoyment at the heart of our practise.


How do you ensure students are doing the right things and in a safe way - sometimes you must have to hold them back from getting on the bench press ASAP for example?
Sometimes, certainly initially we occasionally had to hold them back. But it is all about education. At Denstone now they are educated about how to treat their body around their training or in a nutritional sense. By no stretch to the younger pupils just come in and do what they want throwing the weight around - the educational side is informed in many ways by the Athletic Motor Skill Competencies (Rhodri Lloyd, 2013). So we have a programme in place called 'Earn The Right To Progress'. With various movements and levels of achievement we can progress the pupils in a safe manner as and when they are individually ready. 


How does this tie in with the rugby at Denstone College?
We both work closely with Jamie to monitor the development of our athletes. The Performance Centre is a great opportunity to build and re-inforce the culture that we have established as well as to build the psychological characteristics that we want Denstone pupils to possess - resilience, determination and a desire to improve. Here, through S&C, we can provide the challenge for them in a physical and mental sense as well as providing the support necessary. We can keep things competitive and fun so that their health and fitness doesn't have to be seen as a chore. Again, it all comes down to education and enjoyment.


As the boys get older they'll have school rugby, maybe club/Academy/County involvement and also the S&C sessions - how do you manage to ensure they don't burn out?
One of the important values for having us here is that health & safety aspect to make sure the boys are progressing safely with their gym work. Part of this, of course, is to monitor them to ensure they aren't doing too much. They are in the habit now of entering the gym and using the laptop to record their soreness, tiredness and energy levels for each session. This gives us really important data that we can monitor so that, when required, we adjust their programme or tell them to rest. Likewise I may have to speak to Jamie to alert him to certain players' fatigue levels so that it can be accounted for in pitch sessions too. 


It's incredibly impressive, and very clear that the students are buying-in to it all. It is also, from what I have seen, pretty rare in a school environment - is it something that will stay rare in your opinion?
It is rare to an extent. There are other schools and colleges who are also doing great things with their students in this respect. However I think it is about to explode and become much more commonplace. Whilst it does provide a competitive advantage, it is most importantly about education and challenging the students to improve.

 From my brief visit, even during exam period, it was clear that the students certainly do buy-in to culture that Jamie, Dan, Thomas Williams (Director of Sport) and the staff have built. The lunch-time session had a mixture of age groups, boys and girls, working on their specific stage of training. Furthermore, they were working together and helping where needed with the older boys assisting younger in understanding the nature of the warm-up exercises. From my point of view, this cross-age interaction is vital in establishing, and spreading, the culture of a school on the whole and in a sporting sense. Beyond this, without them even realising, the pupils are developing their leadership skills as a mentor and coach. The hours for the staff are long and tiring, no doubt, but the students can only benefit. Indeed, many may not quite be aware how fortunate they are to have this information, education and support available to them until they have moved on from Denstone College.

This edition of #coachingconversations dips back into the world of Strength and Conditioning as I sat down for a chat with Ed Young of Big Green Gorilla. Ed is a London-based Personal Trainer who currently works at the King's College London Health and Fitness Centre where he is largely responsible for the recent implementation of their Performance Sport and Elite Athlete programmes. 

                                           
The fitness industry is constantly espousing new ideas and training methods - Is there anything you are currently using (that maybe you didn't use a couple of years ago) that you believe is really effective?
The importance in improving range of motion. Mobility techniques have exploded into my whole coaching life over the last year. The first time I performed some of Kelly Starret’s hip and shoulder mobility drills I felt like a new man. Since introducing these to all of the athletes and teams I train, I have seen the importance of it and how each individual has their own unique problems which are holding back their force producing potential. These problems are a definitive wall blocking their improvement in strength and skill. The ability to get the body into each phase of a movement is depicted by an individual’s proprioception and multi-limb co-ordination but if they are in some way restricted, then the positions are impossible to reach without comprising the structure of your joints or compromising a neutral spine.

Have you noticed any general key physical issues (common problems) among the adults/students that you train? If so, what sort of lifestyle/training habits do you think are causing these issues?
Hip flexor mobility. A massive problem across many of my athletes and clients are tight hip flexors. This is caused predominantly by being in extended positions flexed at the hip - sitting while studying, or working in an office, are the prime culprits, but exacerbated by not performing maintenance to fight back against this issue. For performance it means we cause a break in the chain, so force cannot be optimally transferred through the hips and the resultant pelvic tilt can cause glute inactivation. The modern lifestyle means all of us sit for a long period of time every day but we must actively fight this by stretching the hip flexor muscles (piriformis and psoas major).

You worked with KCL rugby in pre-season and it was the first time they have done such a formalised programme of training. They are now competing for promotion again and, whilst much of it comes down to the current group of players and the coaching, did you notice improvements whilst working with them?
Working with KCL Rugby has been a great privilege and from the beginning it was clear to see that the team has some great leaders who were ready to drive the team forward. We approached the pre-season strength and conditioning with the objective of improving the players’ rugby-specific strength, knowing that the new league would be much more physical. My objective from week 1 was to make it clear how the basic session we were doing would lead to improvement in more skill specific drills later in the programme. For example, for tackling we may work on the ROM around the hip (if needed) and glute strength through bridging or the deadlift. This would allow for improvements in hip extension strength and the ability to get into this tackling position. It is important to work on these initially, approximately for 6 weeks into pre-season (6 weeks prior to the first game). You no longer want to spend time on these platform strength objectives and need to work on the skill itself. It is the ability to transfer that newly found strength and mobility into the skill which is most important. The most improvements I found were those who were the most consistent in their training and picked my brain as much as possible. Those new to free weights saw great improvements in strength and robustness allowing them to execute their skills in a more physical environment.

Do you think their preseason has helped with their successful campaign so far?
When I work with any team or individual athlete my goal is to make them the best is the world, no matter what level they are. This mind-set allows me to search for all gaps between where they are now and if they were to be the best in the world or international players. This tends to cross over more than strength and conditioning but I would attribute this mind-set to all the successes I have had with this team and many others. However, I have only had an impact in that realm. Clearly for a newly promoted team to become top of their new league a multitude of factors must be present. Factors including: team cohesion, excellent coaching, leadership, having a good committee, the balance of third years, seconds years and fresher’s…many factors. The pre-season programme achieved its objectives in improving each individual’s rugby specific strength and fitness. It also educated all individuals on technique in the gym and what exercises are specific for rugby and what are not. A big factor in the success this season was King's commitment to the team as a massive part of their overall strategy for the next 3 years. This can change the mind-set of a team from recreation to competitive. Knowing that the university cares if they win or lose is a big thing.

You have been crucial in developing the Elite program at King's. What is it and how did it come about for you to put it in place?
The elite programme at King’s is recently founded, providing opportunities and investment in student athletes who compete at international levels. This bridges the gap for athletes at King’s, which is traditionally academically-focused, to still be able to gain the support which a more sports-focused university would bring. Putting this in place has been a challenging process but very successful. The problem we face is that as a department, King’s Sport, objectives in sport are high…but we are no Bath or Loughborough. We have a training facility which holds 1,300 members in comparison to Bath’s 10,000 and the high majority of funding goes to academic studies which means that it is the quality and care of coaching that we as a department must emphasise. The department aims to create a strong community of students, teams and athletes who are proud to represent King’s College London and appreciate the support of the professionals at King’s Sport.


Culture is something I come back to in a lot of #coachingconversations . How important do you think it is for these athletes at King's to be part of the King's Sport culture and branding? 
It is great to be a part of a collective idea. With King’s Sport, it is the first year the university has properly committed to sport and to its athletes. Being part of the King’s Sport brand at this level makes them feel more supported; they no-longer just competing as an athlete for themselves but as a King’s Sport Elite athlete, training amongst GB sprinters and England hockey players, and collectively aiding the university to join the TOP 30 in the UK.

How has it been getting the Elites to buy-in to the extra S&C that you are able to offer - especially given you are competing for their time against training (sport), academics and social life?
80% of the elites love to train, love their sport and have an absolute drive to improve. Showing them where they are weak and how they can improve, in very clear and easily measurable ways, is more than enough motivation. When they actually see these improvements first hand, motivation only gets stronger. Academic issues can be tough in regards to time management; elites who study medicine or midwifery will undoubtedly have to reduce their time allocated to training and unfortunately may see a reduction in performance as a result. These same students often have alternating night shifts where their hormonal rhythms will be completely destroyed, leaving their training gains and energy levels comparatively low.
In regards to their own sport, as long as injury prevention is a key component to the programme, the individual will be able to maintain their sport specific training for sustained phases without stopping due to overuse or injury. This alone will progress their performance even if strength does not.

In some cases the Elites have external coaches that they work with - has there been much co-ordination with these coaches and are they willing to help share the load in improving the athlete?
Co-ordinating between coaches is a critical part to improve an athlete’s performance.  The idea that two heads are better than one is still 100% accurate. The only issue in this industry is that many coaches will be very reluctant, especially at a high level, to give their master plan away. This can lead to a bit of a stalemate until you build a good rapport with them. When ideas clash, or a coach does not agree, then you must adapt or just prove the background support for what you are doing.

You work with elites from a variety of sports, many of which you have not competed in yourself - do you feel that sporting experience matters?
Yes, undoubtedly, but there are numerous transferable movement patterns to all sports. It is important to break down each sport into its fitness components and whether they are high priority or low priority for each specific movement skill. After looking at how each skill transfers force to reach its end objective, the basics can be found and trained. The only distinct difference would be if the sport is patterned or reactive. Patterned would be a sprinter or golfer and will generate force in a set way. Reactive is an open environment whereby the force you need to produce in a set skill is ever changing and never the same.


As an S&C coach, how do you seek to improve your own knowledge and experience? Have you been on any courses that you have found to be highly beneficial and would recommend?
Courses, internet and books. In my opinion, even if you only take one small point then you have still improved. The real way to improve is to put yourself into new situations outside of your comfort zone, which forces you to adapt and improve. I have trained in rugby for many years and know the sport very well, thus making training individuals for this relatively straightforward. It is when a taekwondo athlete comes in and needs to improve box splits, or a basketball player has a nagging knee pain which has been plaguing her all her life, that you are forced to do the research and use a little trial and error to improve and grow your own knowledge as to what works and what doesn't. 

One of my main goals for my personal development in 2015 is to meet, watch and chat with as many coaches as possible from various different sports and backgrounds. This blog provides a great opportunity to organise my thoughts as well as share these experiences with others.

With a number of meetings lined up for the next couple of months, I thought a good place would be to start with a friend of mine who I have played with, worked with and been coached by over the years. Myles Stringer currently runs the Strength and Conditioning, and coaches rugby, for all pupils at St Benedict's School - historically one of London's strongest rugby establishments. He also assists with the S&C at Wasps, runs S&C for Old Priorian RFC in London 1 and works with private clients to help them reach their S&C goals and improve their speed. Our informal chat featured a number of discussion points as detailed below:

Are there any particular aspects of S&C and/or rugby that currently frustrate you?
Definitely the 'gym monkey' aspect that is prevalent within rugby. It is slowly changing, however there is a pressure on rugby players to be BIG. This filters down to young kids who feel that pressure too and make poor decisions as a result - starting the wrong type of training too young or doing the wrong things. It can wreak havoc on their bodies and lead to injuries that are both serious and unnecessary. I've already encountered two young players with potential spinal injuries this season alone and feel that some of their gym work in the past has contributed to these issues. Unfortunately, it has come from clubs, schools and academies in the past to put such a focus on pure size rather than movement, speed, power, skill, spatial awareness etc. It is starting to change which is good to see.


What is it like, therefore doing S&C in a school environment, there must be plenty of young athletes doing programmes they found on the internet?
Exactly, and kids are told different things every day whether by coaches, team mates, teachers or from their own research online into what the professionals do. A good example of this was the David Pocock regime that went round a couple of years ago. I've no issues with the programme as such, but clearly it isn't suitable for everyone, especially young athletes. Within schools and youth sports there isn't enough focus on movement and movement patterns - training in a more functional manner. A lot of things have changed which have impacted how kids learn within PE and sport and they don't have the same freedom to experiment and allow their muscles to develop in a natural way. 


Has this been effected by an increased focus on performance and early specialisation?
I'd agree with that to an extent. Rugby academies are now taking on players at 12-13 years of age. No doubt many are doing good things with their young athletes, but it does encourage an early specialisation toward rugby which is inherently a late specialisation sport. 


Do you think, therefore, that S&C within schools is important or does it just increase the pressure and time demands on teenagers?
I do think it is important. As I mentioned, so many young players feel that pressure to be as big as possible as quickly as possible so would be tempted to do potentially harmful programmes to attain it. With qualified S&C professionals in schools it can mean they are being guided in a way that is far better for their long-term development. Functional movement patterns among young athletes are not good enough and every individual has different needs. Whether it is right or wrong, sport in general is becoming increasingly professional at younger ages. Young players therefore need to be conditioned appropriately so that they can improve with it and avoid injury. At St Benedict's we've seen huge success with the netball players who had previously done limited work in the gym - not only did their performance improve, but we went a whole season with no injuries which I see as a great achievement.


How do you see your role in terms of trying to get teenagers to buy in and attend S&C sessions given the other commitments they have, the changes they are going through physically and as people etc...?
Make no mistake, they are school kids first and foremost, not athletes. As with anything, some are more motivated to take part than others and  they are teenagers at the end of the day. S&C is an extra which they may not have done before. What really frustrates me is the use of fitness as a punishment within coaching - it ruins the mindset towards fitness and makes them associate press ups, for example, with negative emotions. This is something that needs to change so that kids associate health and fitness with positive experiences.


Have any particular coaches been an inspiration to you or impacted you in a way that probably affects the way you coach and see coaching?
The obvious one is Margot Wells. I used to train with her as a client and she was also someone who saw the potential coach within me before I did. Training and working with her at Wellfast had a big impact in terms of coaching speed and the mechanics of running. I follow a lot of the work of Joe DeFranco too. What I like about Margot and Joe DeFranco is that, whilst they do work with elite athletes, they'll coach anyone and help you to reach whatever the goal is that you have. Having been a student and member of staff at St Benedict's I've also really liked the way that both Jesse Coulson (now Director of Sport at Harrow) and Richard Finch (now Director of Sport at Harrow Hong Kong) coach, particularly their ideas about, and approach towards, fitness and 7s rugby.


Are there any elements that you feel are prevalent within how you coach S&C and/or Rugby?
Certainly I always think training should mimic the game itself, or push towards situations that are harder than will be present within competition. I'm a big fan of Kaizen method of continuous improvement and try to stress the importance of improving every session, never look to stay at the same point.


I strongly believe in establishing a culture/identity within a club/team and I'm aware that this is something that has been brought in formally at St Benedict's by the new Director of Rugby, James Coles. What did he introduce, is it working and how important do you feel culture/identity is?
James has introduced the school's Philosophy of Rugby which is based upon work rate, courage and energy. It flows throughout all age groups and all players would be able to tell you these three tenants. It is working well, the kids are certainly buying in and I think we'll start to see the benefits in the coming years. It gives them something to buy into and be a part of which is great. I was lucky to recently be at a talk by James Kerr, the author of 'Legacy' about the All Blacks and it detailed the importance they place on establishing a culture and a structure to stay within. The focus is on the players staying together, showing respect, clearing up their own mess and staying humble.