THE GOOD PARENT'S CODE

Club and Schools should encourage parents and guardians to:

• Be familiar with the coaching and training programme in order that they can ensure their child is fully involved and the coaches are aware of their availability.
• Be familiar with the teaching and coaching methods used by observing the coaching and training sessions in which their child participates.
• Be aware that the Club or School has a duty of care to ensure the safety of players and therefore, where appropriate, assist coaches with the supervision of the players, particularly where numbers are large and there is a need to transport players to away games.
• Be involved with Club and School activities and share their expertise.
• Share concerns, if they have them, with Club or School officials.
• Be familiar with the Good Coaches' Code contained in the RFU Continuum. In particular, be aware that: Coaches should recognise the importance of fun and enjoyment when coaching players; and coaches should keep the winning and losing in perspective - encourage players to behave with dignity in all circumstances.
• Support coaches in installing these values.
• Remember that young people play rugby for their own enjoyment not that of their parents.
• Encourage young people to play - do not force them.
• Focus on the players' efforts, rather than winning or losing.
• Be realistic about the players' abilities; do not push them towards a level they are not capable of achieving.
• Provide positive verbal feedback both in training and during the game.
• Remember that persistent, negative messages will adversely affect the players' and referee's performance and attitude.
• Always support the Club and School in their efforts to eradicate loud, coarse and abusive behaviour from the game.
• Remember young people learn much by example.
• Always show appreciation of good play by all players both from their own Club or School and the opposition.
• Respect decisions made by the match officials, even if they appear to be a mistake, and encourage players to do likewise.