“Alex would keep himself away from others, isolating him from the group. Speaking to teachers in the school I was having similar reports and in some cases teachers were saying Alex had been totally excluded from social groups.”

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Alex who is in Ferndale community school started on the Dallaglio RugbyWorks programme September 2016 at this point he was in year 10, he was a very quiet young person with very low self-esteem. Alex would keep himself away from others, isolating him from the group. Speaking to teachers in the school I was having similar reports and in some cases teachers were saying Alex had been totally excluded from social groups.

In the early months of 2017 I could see a small change in himself becoming more engaged into practical sessions and showing more of an interest into classroom activities, thus creating friends within the Dallaglio RugbyWorks social group. Starting in the new academic year Alex seemed to be in old ways, but as time went on it was if he had taken on a new role. Taking leadership of the group in practical session and setting an example with his attitude towards classroom activities committing to everything we do. On observation in Dallaglio RugbyWorks sessions and speaking to teachers we feel that's Alex's scores within the coaches' diaries have increased especially with communication and confidence.

As the 2016 – 2017 academic year was coming to an end and the year 11 students had left school, I had a chat with the year 10 young people from Ferndale before the new young people joined the Dallaglio RugbyWorks programme. Talking about the new roles and responsibilities they are going to have to take on showing the new young people how commit to the programme and school. In the new academic year Connor and myself ran different classroom activities with the aim of self-confidence and communication. Two classroom activities I found have worked well for Alex is Speed dating – where the young people are separated into two different groups one group asking questions and the other answering. Questions are provided by Connor and myself, the questions are aimed for the young person to feel comfortable talking people about topics which they wouldn't normally talk about to other. The other is Maze runner – the group are put into partners, both young people begin at the start one is the blind folded and the other must direct the blind folded young person through the maze obtained an object on the other side of the maze and be directed back whilst being timed, the fastest time wins. I feel that both activities concentrate on communication and improving their communication skills, but at the same time having the student lead another student it is giving the confidence in themselves.

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