The Representative Process and Coaching Structure, implemented in July 2008 advised that the process would not be implemented in its entirety in year one. Areas not yet introduced into the process include:

• Integration of seniors and youth

• Introduction of teams of four – impact player

• Assigning coaches to Rep teams

• Players selected in preferred positions

These inclusions into the process require a significant investment of time and effort to implement. As such, the Technical Directors (TDs) advise that for the 2009/10 season we should only introduce the following areas into the process.

Seniors

The seniors representation is established and working well. The TDR can select players using some form of objective and subjective measurement.

This is a more advanced state than the open representative process that currently focuses more on objectivity through scoring and skills measurement. The mid term plan is to work towards this for the open grade (see KPIs below).

One area of development for the seniors however, is to introduce the skills assessment. Therefore, from the 2009/10 season the seniors will be integrated into the process as follows:

• Register for representation as a senior grade player

• Pay $50 registration fee

• Complete individual skills assessment in their regional skills assessment day 

• Continue to play in domestic tournaments as usual

• TDR will select team based on skills assessment and overall performance in domestic tournaments 

The senior grade players will not be required to attend assessment camps 

Selection based on defined positions

We want to take the process to the next level and place greater focus on getting players in a defined position (at a representative level) as a means to achieving higher performing teams.

• Defined positions 

  Most players have a natural propensity towards one particular position. This propensity is due to a range of factors including:

  • Natural ability 

  • Preference 

  • Confidence

  • Believe its where they add most value and effectiveness in the team

   

  However, many players do not realise where their strengths lie and what is their most natural position. We have seen poor results from a team of 3 pointers or 3 shooters, or a pointer who is a more effective shooter than the shooter in the team. France has won the world championships eight years in a row because they have selected players in defined positions.

   

  To create a balanced team, we want players to take responsibility for a preferred position. Players who practice in this position and believe they are the most effective they can be in a New Zealand representative team. This does not mean players cannot swap positions during a game or play out of position in some tournaments. 

   

  It means that players acknowledge what position they believe they contribute most effectively to optimise team performance at a representative level. For example, a player may be the most effective shooter in their club and play in this position sometimes. However, at a national level, they may be consistently more effective as the pointer in a team. 

   

  Two shooters may play differently. For example one is a rhythm shooter whilst one can come in cold and hit the boule and therefore may be most effective (in a NZ rep team) as a millieur backing up a rhythm shooter. 

   

• Why are defined positions important?

  • Strengthens the team as each player knows his defined role and is most consistent and effective in that position – at a national level 

  • The Team has a balanced skill mix at a national level  (strengthened by a 4th player, as required)

  • Through coaching and training, players become specialists in their preferred position

  • Optimises team confidence

  • Builds higher performing teams to compete overseas 

   

• How do we introduce preferred positions into the process? 

  This year we want players to state their position at registration, so that  we can get the coaches working with them early in their preferred position on specific goals and training throughout the season.

   

  Players perform the regional skills assessment as usual and their combined scores (shooting and pointing) form their ranking place, together with their finishing position in the designated tournaments, the same as last year. 

   

  Players can chose to play in any position and with any partner in the qualifying tournaments. The reason for this flexibility is that the top 12 ranking is a mechanism to elicit the top performing players that can demonstrate an overall aptitude for the sport. Playing at a rep level requires players to have reasonable skill in both shooting and pointing, and to be rounded players.

   

  However, we want to move towards selecting the top four ranked pointers, millieurs and shooters for camp one, and therefore the TDR will review players in their preferred position and will select the top 12 players accordingly. 

   

  Last year the top ranked players tended to play in their preferred position in most tournaments and so ‘qualified’ in that position. We expect that it will be the same this season and therefore we expect that the top ranked 12 players will naturally form four pointers, millieur, and shooters. There may be the odd exception that the TDR and coaches will deal with prior to camp one.

   

  This concept is well established internationally, and is yielding improved team performance (Italy, Spain, Thailand, and France). We appreciate that many players in New Zealand do not perceive how defined positions add any value to improving the sport in New Zealand. We also recognise that some players are not as strong as other players, i.e. millieurs maybe stronger shooters than shooters. 

   

  This is an evolving process and its ‘pure’ application for every player will take time. We will need to balance this concept with selecting our best performing players. Therefore, we may achieve it for only 50% of our representative teams in the first year. However, it is a start to move towards building balanced high performing teams and we believe that if players embrace this concept, and commit to their coaching programme, we could see the level of team performance improve by 15%. 

Introduction of Key Performance Indicators (KPIs) as part of the open selection criteria 

The current selection process for open grade has proved to be very effective in eliciting the highest performing players in the system.  However, the process does not readily measure more subjective components of player and team performance.

We had instances where player and team behaviour was detrimental to and undermined the process. To mitigate this risk next season, we have developed a set of key performance indicators that the TDR will use to measure players conduct.

The KPIs will represent 20% of the players overall score with the remaining 80% taken from the objective measures of the process.

• Possible KPIs are:

  • Player set goals with coach in their preferred position within the agreed timeframe (4 points) 

  • Player reporting to coach on progress of training programme  (4 points) 

  • Player attends regional coaching sessions as part of rep process (as determine in each region) (2 points) 

  • Player complies with PNZ/SPARC code of player conduct when participating in representative process related activities (4 points) 

  • Players comply with representative process at all times, including:

    Supporting the principles of moving the sport towards a more professional approach (6 points) 

    • Wearing a team uniform at the national triples 

    • General behaviour within the team - standing together, team communication, team support 

    • Compliance with all tournament rules 

    • Show respect to team mates, coaches and officials and spectators 

To be introduced in subsequent seasons 

• The introduction of teams of four

  Overseas triples teams often comprise four players for international and serious competition. One player (typically referred to as the 4th player) is formally termed the Impact Player and can be used as follows: 

  • enables the ‘blooding’ of new players competing at international level

  • enables the junior players to ‘break-in’ to the senior level as the fourth player

  • gives a tactical advantage to the team, for e.g. allows greater attacking capability, or strengthens pointing capability on technical terrains

  • reinvigorates a tired team whose performance is dipping

  • adds impact to the team to overcome difficulties in a particular game  

   

  How will the Impact Player work in New Zealand?

  It is envisaged that a 4th player will be initially introduced and trialed in the top two performing teams within the representative process from Camp two onwards. 

   

  All players will go through the representative process as usual and must qualify for camp one.

   

  At the conclusion of camp one eight players will be chosen and will proceed to camp two. 

   

  Impact Player

  The top two performing teams (6 players) will first be chosen based on their results. The TDR will then analyse the remaining player’s results and determine which player is most likely to strengthen (add impact) to each team.

   

  In regards to criteria for the selection of a 4th player, in conjunction with the data available from the Representative process, the following considerations will be used: 

  • the need to strengthen the pointing or shooting, or both capabilities within the team

  • the need to strengthen the tactical experience and/or decision making within the team

  • the need to strengthen the teams performance at particular distances i.e. long play, short play

   

• The introduction of team coach

  The concept of a team coach is new to most players in New Zealand and requires a solid implementation process if we want to get it right.

   

  In the context of representative players, we have stated that 

  The aim of the representative and Coaching structure is to move to a more structured and professional approach to the sport; an approach that not only chooses players to represent New Zealand but one that provides ongoing support for these players, through coaching. This will enable us to prepare our best performing athletes to compete on the international stage with other nations on an even footing. 

   

  In New Zealand petanque, coaching is in its infancy and the experience and calibre of coaches are developing. We do not have a great depth of coaches yet who are:

  • Available and willing to work with teams rather than play themselves

  • Experienced coaches

  • People with advanced inter-personal skills who can work closely with players and get the best out of them as a team 

   

  We are also limited by:

  • Geographical diversity of teams and the ability to coach them as a team on a regular basis

  • Players’ attitudes towards coaches and their role in the team

   

  None of these points are insurmountable nor are they unique to New Zealand. In fact, Victor Nataf advised PNZ in 2008 that the biggest hurdle to the introduction of a more professional and structured approach to petanque would be culture and the need for players to make a paradigm shift in terms of how they approach the sport. 

   

  Therefore, it is important that we take a concise approach to the introduction of coaches and the impact player.

   

  We want to introduce the team coach concept to the top two New Zealand teams at the National triples and Tauranga triples, with the view to continuing through to the Trans Tasman Challenge and other applicable international tournaments (e.g. World champs, Asian Games).

   

  Note: All teams in these tournaments can choose to play in teams of four. However, PNZ will officially assign coaches to the top two performing teams only.

   

  How will the coaches be chosen?

  Coaches will be chosen from the pool of PNZ trained regional coaches and assistant regional coaches. Each region has a regional coach and an assistant coach 

   

  Prior to camp two the coaches will be chosen by the TDR and in conjunction with the TDC based on the following:

  • Availability to work with the team at the National triples and Tauranga tournament

  • Likely ‘fit’ with the team – some teams will have a propensity towards a more inter-active coach for tactical decision making, others will prefer a coach whose focus is on team performance and when to bring on the impact player etc.

  • Geographical proximity to the team – ideally! 

  • In consultation with the team and their view of the coach as the coach for their team 

   

  The teams will be announced together with their coach and invited to camp two.

   

  Note: Due to availability and expense, NZ squads competing overseas ie. Trans Tasman team will have a squad coach selected from the pool of team coaches. 

General considerations and risk analysis

It is difficult to be too prescriptive about the introduction of 4th player and team coaches, as they are new concepts to New Zealand.

Players’ attitude to these concepts is untested, although most players, who have experienced playing in the World Championships, espouse the value of both additions to the team.

• The availability and calibre of coaches is a big challenge and priority focus for the TDC this season

   

  Particular focus will be:

  • Regional coaches training day in August

  • Confirmation of ongoing commitment and engagement in coaching 

  • Getting the regional coaches familiar and confident in coaching individual players in their preferred position 

  • Getting the regional coaches familiar and confident in coaching ‘squads’ within their region such as women’s competitions, inter-club competitions, inter-regional and national club championship competitions as well as the representative process 

  • Getting coaches familiar with the four player team concept

  • The tools and techniques available to use to monitor team performance in a game situation how and when to use an impact player  (subsequent years) 

  • Succession planning – working with regional coaches to build the capability and capacity of coaches in their regions 

   

  Note: there are other aspects of the regional coaches’ role such as mentoring club coaches etc. which are not included in the context of this paper.

   

• A challenge is providing coaches that ‘fit’ with teams to become a harmonious unit. This will take time and is reliant upon:

  • players having a positive attitude towards coaches as part of their team – the 5th player

  • tolerance 

  • continuous communication and support for teams and coaches to overcome teething problems, find their level 

  • the willingness and commitment from players and coaches to give it a go!

   

• The impact player and team coach is mutually dependant and therefore we cannot introduce one component without the other. 

The TDs propose that the impact player concept and team coaches ‘officially’ come on board in year three of the process, ie. 2010/11. Because we are introducing defined positions this season, we want to channel our energies into getting that right and building on the coaching capacity and capability.

However, we will continue to build on the impact player and team coach concept with our representative teams as they compete overseas (namely the worlds) but we will not introduce it to national tournaments this season.