Using a constraints-led approach to provide the conditions to cultivate creativity in rugby union

Abstract

ABSTRACT The purpose of this study was to investigate the potential of a constraints-led approach (CLA) in providing the conditions for the cultivation of creativity in rugby union. To do this, the first author adopted the dual roles of both coach and researcher using an ethnographic approach during the 12-week pre-season training program of a semi-professional rugby team. Data was collected using a mix of the coach’s field notes collated chronologically throughout the study, in combination with semi-structured interviews conducted with a select group of participants from the playing cohort. This data was analysed using a reflexive thematic analysis and revealed a blend of lower and higher order themes which were organised into three all-encompassing dimensions. Results indicated that a CLA was effective in (1) challenging the players to adapt to their playing environment: (2) giving the players permission to explore action possibilities, and: (3) removing ‘perceived risks’ when implementing their skilled behaviours. These dimensions interacted to provide an overarching dynamic learning environment (Stone et al., 2021. Exploring sports coaches’ experiences of using a contemporary pedagogical approach to coaching: An international perspective. Qualitative Research in Sport, Exercise and Health, 13(4), 639–657) that embodied the creative enablers of exploration, freedom and risk-taking, unconventional thinking, and collaboration (Marshall et al., 2024a. Creativity in rugby union: it’s more than a moment, it’s a playful rebellion against conformity. Sport, Education and Society, 1–16). In the specific context of this study a CLA was effective in providing the conditions for the cultivation of creativity.