| When rugby players use strength training programs to | | | | advance them towards their goal. The possible tests |
| help improve their game they should approach it with | | | | for this step are endless, but should also follow a |
| very specific goals in mind. At the same time it should | | | | process of refinement. |
| be kept as simple as possible, especially if the player is | | | | For example a player may desire more speed over |
| inexperienced. | | | | 40 meters. The trainer needs to know how fast the |
| Before a program is written the player needs to be | | | | player can run over 40 meters, then examine how he |
| assessed. If a good coach or trainer is available this will | | | | runs, then identify what can be done to improve it. Just |
| make the whole process much easier. If not, the player | | | | because its a training program it does not mean that it |
| can do something of a self-assessment that can be | | | | should all be about lifting weights or strength training. Its |
| used to design an appropriate program. | | | | about achieving a goal. It could be that the player is |
| The assessment process starts with questions. These | | | | held back over the 40 meters by tight hamstrings plus |
| questions identify what the player wants to achieve | | | | weak quadriceps. Strength work would obviously apply |
| from the training. The person designing the program | | | | to training the quads, but mobility rather then |
| needs to consider both the player and the coach | | | | weightlifting would be needed for the hamstrings to |
| when assessing. The players own goals for the game | | | | improve.This approach targets the players specific |
| are obviously the primary concern but the coach may | | | | needs, getting him to his goal efficiently and effectively. |
| have certain qualities they want the player to develop. | | | | A training program finds, then addresses needs in such |
| Because they choose the team it makes sense to | | | | a way that it uses every available tool in the most |
| include them. The player may wish to make a | | | | appropriate way. By using those tools in a well |
| representative team so it would be wise to get input | | | | directed, focused manner, time is saved, so goals are |
| from the coach or selector of that team if possible as | | | | achieved faster. Generic training programs are a |
| well. | | | | wasted opportunity for people to really work on what |
| By looking at what the player wants to gain, and | | | | they need for improvement. |
| looking at what he needs to work on to please the | | | | Good program design will deliver an accurate set of |
| coaches, the designer already has a basic framework | | | | guidelines for the player to follow. This need not be a |
| to start from. The next step is to look at how the | | | | complicated process but it will require some effort in |
| player functions or moves, then how that compares | | | | the early stages to do the assessments, plus get input |
| with how they will need to function and move in order | | | | from strength or athletic performance experts if its |
| perform at their target level. Strengths or weaknesses | | | | needed, however the pay off at the end makes all the |
| uncovered in this step will further refine the program | | | | attention to detail well worthwhile. |
| towards the players specific needs which will in turn | | | | |