An evaluation of the impact of the Irish Rugby Football Union Coach Education Framework on the coach–athlete dyad across the age and stage spectrum in rugby union

Abstract

The purpose of this research was to evaluate the implementation of the novel Irish Rugby Football Union Coach Education Framework (CEF) on coach–athlete interactions and perceptions. Participants were coaches (n = 4) and athletes (n = 54) from two rugby union teams. Coaches were observed pre-intervention and post-intervention of an education workshop based on the CEF and had nine training sessions video-recorded and analysed using the Coach Analysis and Intervention System (CAIS). Their perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire (CART-Q). Athlete perceptions of their coaches’ behaviours were measured using the Coaching Behaviour Scale for Sport (CBS-S). CAIS results revealed coaches increased the use of ‘Management’ and ‘Feedback’ behaviours ( p < 0.05) post-CEF, without altering prominent high-volume behaviours (e.g. ‘Instruction’). Coaches utilised similar time proportions for CAIS ‘Practice’, ‘Playing’ and ‘Management’ states, respectively, with no significant change post-CEF. CART-Q and CBS-S results revealed predominantly positive perceptions between coaches and athletes for both pre-CEF and post-CEF. Coach education is a non-linear learning process requiring consistent application over long periods of time, however, the alteration in coach behaviours post-CEF, coupled with the largely positive perceptions of both agents of the coach–athlete dyad, is an encouraging step forward for the further implementation of the CEF.