RBS Six Nations Rugby Union 2017: Try Scoring

The 2017 RBS Six Nations Rugby Union Championship concluded last weekend with the three Round Five games.

I have been looking at the impact of scoring the first converted try in the fifteen games played in 2017.

Eight of the fifteen games played were won by teams who scored the first converted try and were leading at half time. Five of these games followed the ranking positions of teams from the 2016 RBS Championship. The three exceptions were: Scotland v Ireland (Round 1); France v Wales (Round 5); and Ireland v England (Round 5). All three games were won by the home team.

In Round 4, Wales scored the first try against Ireland, were leading at half time and won the game.

Three teams scored the first converted try, led at half time and lost. These games were: Italy v Wales (Round 1); Wales v Scotland (Round 3); and Italy v England (Round 3).

France did not score the first try against Scotland in Round 2 but led at half time and won.

Wales did not score the first try against England in Round 2 but led at half time and lost.

There were no tries scored in the first half of the England v France game in Round 1.

There was one game of the fifteen played in which the team that scored more tries lost: Scotland v France in Round 2.

Some other try scoring data from the Six Nations:

Photo Credit

epl117_2111527 (tomasz przechlewski, CC BY 2.0)

#coachlearninginsport: self-organising networks

Last month, I was invited to join a group of coaches in an online forum.

I was delighted to be asked but I have spent much of the time as a peripheral participant … enjoying the open sharing but not contributing.

I thought listening might be a good way to start in a group of online acquaintances.

Yesterday, I responded to this message from one of the group:

Hi everyone. I’m early in the process of setting up new CPD events. I’ve been slightly dissatisfied with recent experiences and groups like this show the value of sharing and exploring new ideas.

They won’t be linked to NGB/club/County – more of a ‘by coaches, for coaches’ approach focusing on interaction, conceptualisation of ideas and discussion, building a network etc.

From your recent CPD experiences, what have been the best elements? If there was one thing you want, or would want, from a CPD experience then what would it be?

Any ideas and feedback welcome.

It seemed a great opportunity for me to discuss my thoughts about #coachlearninginsport.

It coincided too with my participation in an open online course, Connectivism and Learning. Stephen Downes is the facilitator of this course and he has this to say about connectivism:

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. (My emphasis)

Elsewhere, Stephen (2012) has discussed course design. He notes that in  a connectivist course “the content does not define the course”.

By navigating the content environment, and selecting content that is relevant to your own personal preferences and context, you are creating an individual view or perspective. So you are first creating connections between contents with each other and with your own background and experience. And working with content in a connectivist course does not involve learning or remembering the content. Rather, it is to engage in a process of creation and sharing. Each person in the course, speaking from his or her unique perspective, participates in a conversation that brings these perspectives together. (My emphasis)

I am hopeful that our online group might discuss these issues … if they are of interest.

For the time being, I look forward to engaging in a conversation on the platform that explores whether we might move from CPD to CPL and to celebrate the sense each of us makes of our self-organising networks.

Connected by shared interests.

Photo Credits

At Coogee (Keith Lyons, CC BY 4.0)

#coachlearninginsport: joining an established team

Introduction

Earlier this week, I had an opportunity to watch the film Dior and I.

I think this is a great resource for coaches to consider. In fact, I rate it as highly as a non-sport coaching resource as Leonard Bernstein‘s The Love of Three Orchestras (1986).

It would be a great stimulus to coach learning conversations about leading and following.

Dior and I

This is the description of the Dior film (2014) from the film website:

Dior and I brings the viewer inside the storied world of the Christian Dior fashion house with a privileged, behind-the-scenes look at the creation of Raf Simons’ first haute couture collection as its new artistic director—a true labor of love created by a dedicated group of collaborators. Melding the everyday, pressure- filled components of fashion with mysterious echoes from the iconic brand’s past, the film is also a colorful homage to the seamstresses who serve Simons’ vision.

The director of the film, Frédéric Tcheng, observes:

The house of Dior is a storied world where managers, artists, and workers collaborate on a daily basis to create a vision and I consider the film to be an ensemble piece. Through immersing the viewer in the world of Dior and revealing the extraordinary effort required to produce a collection, I hoped the film would ultimately reveal a cross section of Parisian life…

Themes

There is one sentence in the film that really encouraged me to think about what it means to join a team … as the head coach. There is a discussion about Christian Dior‘s legacy and one of the staff point out that Dior was at the fashion house for ten years (1947-1957) and yet everything that happens today is grounded in his vision … sixty years on.

Some of the key issues for me are:

  • Raf Simons is appointed as Artistic Director to ‘modernise’ the Dior haute couture collections.
  • He is not fluent in French.
  • He brings with him Pieter Mulier as his studio director.
  • There is an established culture in the fashion house.
  • Two ateliers (tailleur and flou) have been responsible for decoding artistic directors’ visions for sixty years.
  • When Raf arrives there are two longstanding premieres of the ateliers (Monique Bailly, tailleur; and Florence Chehet, flou).
  • Both ateliers have 105 expert artisans who are practised in producing haute couture under significant pressure.

The film covers the eight weeks from Raf’s introduction to staff to his first show.

Just as Leonard Bernstein’s film had shared with me the profound understanding that he brought to conducting classical music, Dior and I introduced me to the visual aesthetic that Raf brought to haute couture. I was struck too by the process he used to deliver 54 looks for his first collection.

Three other themes came through to me in the film:

  • Raf’s ability to reference early Dior designs.
  • His use of guidelines (codes) to create autonomy for the design team to interpret his vision.
  • His connection with art to inform his thinking … and challenge his and others’ creativity.

The film concludes with the launch of the first collection. To avoid a spoiler report, I do think that the ending is a wonderful virtuous circle. The end also illustrates how even artistic directors become nervous and apprehensive before big performances.

#coachlearninginsport

I do think that experiences outside sport enrich our understanding of coach learning.

Dior and I is a 90 minute film. It would be fascinating to have an unmeeting learning opportunity where coaches came having seen one or both of the films mentioned in this post. I imagine there would be big issues to discuss and some granular detail.

This 1 minute 48 second trailer for Dior and I could be a start.

Photo Credit

Discussing dress design (Dior and I Gallery)

Raf Simons (theindustry)

Postscript

Some recent news about Raf and Pieter.