Page 206 - Gonzaga at 60
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GONZAGA AT SIXTY: A WORK IN PROGRESS ‘Weights training, nutrition, player
welfare and specialised skills
development are now an integral
part of a schools coaching brief.’
Right: Gonzaga’s new state-of-the-
art Weights Room
paries. For one thing, it allows both teachers and students to develop a relaionship that is fuller
than the one that might evolve if exposure to each other was solely limited to the classroom. In
my experience, many students who, for one reason or another, are struggling in the classroom,
oten ind a refuge on the rugby pitch that enables them to make a posiive contribuion to the
life of the school. It is important that the teachers who coach rugby keep the two roles separate
and I think Gonzaga has been successful in this for the most part. The pride that is felt by all of
the teaching staf in our students who go on to achieve representaive honours is indicaive of
the community led approach to rugby in the school. When Kevin McLoughlin recently returned
to present the Irish jersey he received for his irst cap against Italy to the college, I think the staf
were more excited than the students!
The nature of schools rugby and how it is coached has evolved massively over the years,
relecing the changes that have occurred in the game overall. The advent of the professional era
has impacted on the schools game in many ways. Weights training, nutriion, player welfare and
specialised skills development are now an integral part of a schools coaching brief. The increased
media atenion including the televising of both Junior and Senior cup matches and the someimes
feverish parental expectaion are relaively new pressures that must be contended with. Good
players are idolised by their peers in a way that can be harmful to their personal development.
The combined efect of these factors has led to something of an “arms race” where schools in
their quest for success coninue to push the limits of what they demand of their players and
coaches. In this increasingly demanding environment, it is imperaive that Gonzaga coninues to
stress that the game of rugby is played irst and foremost for personal enjoyment.
In my opinion, the ethos of Gonzaga rugby strikes the right balance between ofering our
pupils the best possible chance of success on the ield, whilst maintaining a proper perspecive
on its overall signiicance in the greater scheme of school life. However, this seniment should
not be interpreted as some defeaist acknowledgement that we will never win a Junior or Senior
cup. Quite the opposite! A balanced approach to rugby is not mutually exclusive to achievement.
We have made tremendous strides over the course of the last 10 years and the plethora of
Gonzaga pupils who have gained representaive honours with Leinster and Ireland Schools is
testament to this. I would urge everyone who has a love for Gonzaga rugby to go forth with hope
and belief in their hearts. We will have our day in the sun. And it will be a great day that we can
all be proud of.
Gareth Pelly
Class of 1992
GONZAGA AT SIXTY: A WORK IN PROGRESS ‘Weights training, nutrition, player
welfare and specialised skills
development are now an integral
part of a schools coaching brief.’
Right: Gonzaga’s new state-of-the-
art Weights Room
paries. For one thing, it allows both teachers and students to develop a relaionship that is fuller
than the one that might evolve if exposure to each other was solely limited to the classroom. In
my experience, many students who, for one reason or another, are struggling in the classroom,
oten ind a refuge on the rugby pitch that enables them to make a posiive contribuion to the
life of the school. It is important that the teachers who coach rugby keep the two roles separate
and I think Gonzaga has been successful in this for the most part. The pride that is felt by all of
the teaching staf in our students who go on to achieve representaive honours is indicaive of
the community led approach to rugby in the school. When Kevin McLoughlin recently returned
to present the Irish jersey he received for his irst cap against Italy to the college, I think the staf
were more excited than the students!
The nature of schools rugby and how it is coached has evolved massively over the years,
relecing the changes that have occurred in the game overall. The advent of the professional era
has impacted on the schools game in many ways. Weights training, nutriion, player welfare and
specialised skills development are now an integral part of a schools coaching brief. The increased
media atenion including the televising of both Junior and Senior cup matches and the someimes
feverish parental expectaion are relaively new pressures that must be contended with. Good
players are idolised by their peers in a way that can be harmful to their personal development.
The combined efect of these factors has led to something of an “arms race” where schools in
their quest for success coninue to push the limits of what they demand of their players and
coaches. In this increasingly demanding environment, it is imperaive that Gonzaga coninues to
stress that the game of rugby is played irst and foremost for personal enjoyment.
In my opinion, the ethos of Gonzaga rugby strikes the right balance between ofering our
pupils the best possible chance of success on the ield, whilst maintaining a proper perspecive
on its overall signiicance in the greater scheme of school life. However, this seniment should
not be interpreted as some defeaist acknowledgement that we will never win a Junior or Senior
cup. Quite the opposite! A balanced approach to rugby is not mutually exclusive to achievement.
We have made tremendous strides over the course of the last 10 years and the plethora of
Gonzaga pupils who have gained representaive honours with Leinster and Ireland Schools is
testament to this. I would urge everyone who has a love for Gonzaga rugby to go forth with hope
and belief in their hearts. We will have our day in the sun. And it will be a great day that we can
all be proud of.
Gareth Pelly
Class of 1992
