Rugby Union Coaches Research Articles

Coach perspectives on coach-athlete relationships and characteristics of Generation Z academy level rugby union players from South Africa.

The coach-athlete relationship is not merely a by-product of the coaching process but serves as its foundation. Coaches today must align their approaches with the characteristics (character, strengths, and growth areas) of a new generation of athletes, commonly referred to as Generation Z (Gen Z). Born between 1995 and 2012, Gen Z's grew up in a digital age, which shaped their character and behaviour. The purpose of the study was to explore coach-athlete relationships, the characteristics of Gen Z athletes that influence this relationship, and the process of building healthy coach-athlete relationships, from the perspectives of coaches. The study used a qualitative methodology to elicit the perspectives of 11 male rugby union coaches (M ± SD age: 42.09 ± 7.56 years; with 12.83 ± 3.48 years of coaching experience), through semi-structured individual online interviews. We developed the interview script from Jowett's Coach-Athlete Relationship Questionnaire (CART-Q). The interviews were analysed using Merriam and Tisdell's six-step process. The analysis yielded six super themes (and 17 themes). 1. Coach perspectives on coaching Gen Z players (developmental facilitators and debilitators, Covid-19's effect on development). 2. Closeness between coaches and athletes [loving and caring, getting closer, trusting, (not) respecting some players]. 3. Commitment (personally and towards the team, sacrifices). 4. Complementarity (goal setting, collectively working towards common goals). 5. Co-orientation (communicating, reciprocal relationship views). 6. Developing the coach-athlete relationship (approaches thereto, practical steps). Various facets of the coach-athlete relationship are interlinked and shaped by the characteristics and behaviours of this generation of athletes. Practical recommendations are offered on how to cultivate the coach-athlete relationship on emotional, cognitive, and behavioural levels.

A global survey exploring tackle training knowledge, attitudes and practices of women's rugby union coaches

The coaching and performance context in women's rugby is not well understood, despite growing popularity worldwide. The aim of this study was to describe the knowledge, attitudes and tackle training practices of women's rugby coaches in relation to tackle safety and performance. A globally distributed online survey exploring coaches’ knowledge, attitudes and practices towards tackling women's rugby was completed by 357 coaches (mean age 41 ± 0.6 years) from 58 countries. The cross-sectional survey was distributed from March 2023 to June 2023. Survey development was guided by the Health Action Process Approach and informed by coaching experts, research evidence synthesis, and guidelines for international tackle safety programmes. Coaches believed that the risk of tackle injury in women's rugby is high and that proper tackle technique for safety is very important. More than 75% of coaches had never completed a tackle-specific training course, with only 39% aware of the availability of such courses. Time spent on controlled-contact and full-contact activities varied from 0 to 40+ min per week, averaging 10–20 min for both types of training. Barriers to the effectiveness of tackle training related to sociocultural factors, coach knowledge gaps, training environments, and player training considerations. Coach education, improved infrastructures, and physical development were ranked the highest priorities for improving tackle safety and performance. These findings inform future implementation strategies for tackle safety and performance in the context of women's rugby, highlighting the need to involve coaches in providing practical solutions, and the role of education and institutional/organisational support in facilitating such improvements.

Coaching player decision making in rugby union: exploring coaches espoused theories and theories in use as an indicator of effective coaching practice

ABSTRACT Introduction: Researchers exploring how coaches can best support the development of their players decision making within team invasion sports have often been conducted from a cognitive or ecological approach, which differ in their views regarding the presence and absence of memory representations. This difference has, in turn, resulted in practical implications that are theoretically different, but not pedagogically different. Research has categorised such approaches to coaching decision making into intentional decision making training or incidental decision making training that offer different suggestions for how coaching methods may be used within their practice. Sometimes, these categories of training have been offered as the way coaches should operate over the careful selection of coaching methods given their intentions for impact. Instead, within this study we aim to explore the pragmatic nature of coaching practice, rather than adherence only to theoretical principles or beliefs. Materials and Methods: In this study five English Regional Academy Rugby Union Coaches participated in a semi-structured interview, three categorised systematic observations of their coaching practice and a self-confrontation interview to explore; (i) the espoused theories coaches believe they use in practice; (ii) the theories in use within their coaching practice and; (iii) the alignment and misalignment between their espoused theories and theories in use during their coaching practice. Results & Discussion: Our findings demonstrate that coaches employed a balance and blend of intentional and incidental coaching methods concurrently. Coaches proposed the use of non-linear pedagogy and the manipulation of constraints to promote learning activities which captured the representative nature of the competitive decision making environment. Yet also promoted the role and importance of shared mental models, tactical frameworks, off field video analysis and deliberate if–then rules of thumb when supporting the development of their players decision making. Thematic analysis extracted from interview data regarding coaches espoused theories, alongside the coaches theories in use, captured through categorised frequencies of coach behaviours and learning activities through systematic observations, present clear misalignments between proposed coaching methods and those used in practice. Misalignments were apparent for learning activities, where coaches espoused the need for representative practice but used more single-phase and huddle based scenarios, and coach behaviours, where coaches espoused the importance of setting problems for their participants through divergent questioning, yet used more instructional behaviours and convergent questions leading players toward a shared mental model of collective decision making behaviour. From our findings, we offer practical implications to coaches which suggest that when supporting player decision making, coaches should consider using their judgment to select the appropriate evidence-informed coaching method given their wider intentions for impact in the session and the context in which they operate. Furthermore, we offer a suggestion to coaches and researchers where we encourage the exploration of the chain and gap between what coaches they think they do, and what they actually do in practice as a means for critical reflection.

Exploring Irish high-performance sports coaches’ understanding and application of reflective practice

ABSTRACT The role and efficacy of reflective practice in sport continues to be critiqued, despite the increasing research evidence in its support. This study explored the understanding of Irish high-performance sport coaches in terms of a) purposes, b) processes, c) enablers and barriers, and d) knowledge sources of reflective practice. Semi-structured interview data were acquired from Irish male rugby union (n = 5) and hockey (n = 4) coaches for analysis. The participants’ reflective practice-based descriptions revealed findings related to the four inquiry criteria. First, reflective practice incorporated purposes such as problem solving and contribution towards various aspects of learning and development for the coach and their athletes. Second, reflective practice processes were cyclical and included questioning, self-questioning, and feedback. Third, the nature of high-performance sport involved several enablers (mentors and video-based technology) and barriers (time, results, and tactical and player demands). Fourth, the knowledge sources (i.e. pedagogical approaches) towards reflective practice may have limited certain participants’ ability to become critically reflective practitioners. The findings have educational implications for preparing coaches to deal with the challenges related to working in a highly demanding, results-dependent, and high-pressure sport environment.

An investigation of coaches’ awareness of injury in elite adolescent rugby union in Northern Irish schools - A qualitative study

ObjectivesTo examine the decision-making processes employed by schools' Rugby coaches in the management of injured players and to explore the factors that influenced those decisions. A secondary objective was to gauge interest in an education focused toolkit for schools' Rugby coaches. DesignA qualitative study using one-to-one online interviews. SettingSchools who compete in the Ulster Schools' Cup Rugby competition. ParticipantsEleven Rugby union coaches from four post primary schools. Outcome measuresA thematic analysis approach was used to examine the factors that influence schools' Rugby coaches' decision-making processes in the management of injured players. ResultsFindings suggest coaches are influenced in their decision making by four primary factors: their experience and learning, their relationships with other stakeholders, their knowledge and understanding of the roles and responsibilities of medical staff, healthcare and health fitness professionals, and resources available to them. ConclusionsSchools' Rugby coaches play a significant role in the supervision of injured adolescent Rugby players, often drawing from their playing and coaching experiences. Schools retain, or recommend the services, of healthcare professionals (HCPs) and health and fitness professionals (HFPs). The role of these healthcare and health and fitness professionals, along with their qualifications and experience is not fully understood by coaches. Coaches acknowledge that there is a need for further training and would welcome education initiatives aimed at increasing awareness of musculoskeletal injury in schoolboy Rugby players.

The Acculturation Experiences of Elite Rugby Union Coaches

Currently, little is known about how elite coaches acculturate and how they manage their acculturation environment. This study examines the acculturation experiences of elite rugby union coaches and their management of multicultural squads. Five male elite coaches participated in the research. Each of the five coaches arguably fit a “best of the best” criterion, boasting between them multiple European and U.K. domestic championships as well as multiple Super Rugby titles with similar accomplishments at the international level across 15- and seven-a-side. Inductive thematic analysis of semistructured interview data revealed two emerging themes: (a) proactively managing personal acculturation, and (b) proactively managing player acculturation. Implications for coaches managing their own acculturation experience and their respective acculturation environments are discussed.

Women Rugby Union Coaches’ Experiences of Formal Coach Education in Ireland and the United Kingdom: A Qualitative Study

Although the sport of rugby union has expanded globally in both the men’s and women’s formats recently, there remains an under-representation of women coaches across all contexts. Research has focused its analysis on the under-representation of women coaches in a select few sports such as soccer. No extant research has empirically analyzed this under-representation within rugby union. This study addressed this research lacuna on why this under-representation exists from the perspective of 21 women rugby union coaches based within the United Kingdom and Ireland. The specific research objective was to analyze the coaches’ lived experiences of attending formal coach education courses in rugby union. Data were collected through individual semi-structured interviews. Data were analyzed thematically and conceptualized via an abductive logic against LaVoi’s Ecological-Intersectional Model and Pierre Bourdieu’s species of capital. Supportive and positive themes reported how the coach education courses had been delivered in a collegiate and lateral manner. Courses thus acted as settings where greater amounts of cultural and social capital could be acquired from both course tutors and peers. This enabled social networks to be made that were used for continual professional development beyond the courses. Barriers and negative experiences orientated upon the lack of empathy imparted by course tutors on account of men having fulfilled these roles on most occasions. Recommendations on how national governing bodies can improve the experiences of women coaches attending future coach education courses are discussed.

Coaches’ perceptions of decision making in rugby union

ABSTRACTBackground: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it.

Position-Specific Body Composition Values in Female Collegiate Rugby Union Athletes.

Harty, PS, Zabriskie, HA, Stecker, RA, Currier, BS, Moon, JM, Richmond, SR, Jagim, AR, and Kerksick, CM. Position-specific body composition values in female collegiate rugby union athletes. J Strength Cond Res 35(11): 3158-3163, 2021-Rugby union is a full-contact, intermittent team sport. Anthropometric characteristics of rugby union athletes have been shown to influence suitability for a given position and affect performance. However, little anthropometric data exist in female rugby union athletes. Thus, the purpose of this study was to report position-specific anthropometric, body composition, and bone density values in female collegiate rugby union athletes and to identify between-position differences in these variables. This investigation was a cross-sectional study involving 101 female collegiate rugby union athletes, categorized as forwards and backs as well as by position (props, hookers, locks, flankers, number 8 forwards, halfback, fly-half, centers, wings, and fullbacks). Anthropometric characteristics of all athletes were measured, and body composition was assessed via dual-energy x-ray absorptiometry. Outcome variables included age, height, body mass, BMI, body fat percentage, fat mass (FM), FM index, fat-free mass (FFM), FFM index, lean soft tissue, bone mineral content, bone mineral area, and bone mineral density. Anthropometric and body composition differences between forwards and backs were identified via independent t-tests and Mann-Whitney U tests, depending on normality of the variable. Between-position differences were assessed using one-way analysis of variances (ANOVAs) with Tukey post-hoc comparisons or Welch's ANOVA with Dunnett's T3 post-hoc test. Significant differences (p < 0.014) were identified between forwards and backs for every anthropometric variable, with forwards displaying greater height (167.7 ± 7.2 cm), body mass (81.5 ± 15.1 kg), and body fat percentage (28.2 ± 6.1%) relative to backs (164.5 ± 5.1 cm; 64.5 ± 7.7 kg; 21.9 ± 3.7%). Likewise, significant differences were identified for every anthropometric variable between several positions (p < 0.01). Significant (p < 0.05) interposition differences were identified within the subgroup of forwards, but not within the subgroup of backs. The present investigation is the first to report position-specific anthropometric and body composition data in female collegiate rugby union athletes. The results of this study can be used by rugby union coaches for recruiting and personnel decisions, to determine a player's suitability for a given position, and to further inform training and nutritional interventions in this population.

Analysis of South African semi-elite rugby head coaches’ engagement with performance analysis

ABSTRACTThe introduction of performance analysis (PA) in rugby union presented coaches with a range of tools to support and enhance their coaching practices. This study aimed to investigate how PA was used by semi-professional South African rugby union coaches. Specific objectives were: to determine how PA contributed to coaching practices; to assess the extent to which PA was integrated into practice; how PA was valued by coaches and the role of the analyst in the process. A descriptive research design was followed and a questionnaire was used to gather data. Forty-six rugby coaches from provincial (n = 15), university (n = 15) and school (n = 16) levels participated, which constituted a response rate of 57%. The results indicated that, at all levels, most coaches (67%) completed technical PA themselves, although 48% had access to a PA to provide match analysis. Sixty-seven per cent had readily access to video footage, while 22% had infrequent access. Provincial coaches (93%) had more access to video footage compared to other levels (p = 0.004). Sixty-four per cent of the coaches indicated that their selection of key performance indicators is informed by their coaching philosophy. A key finding was that the majority of coaches valued PA and used it frequently in their coaching.

The BokSmart education courses are associated with improvements in behavioural determinants in South African rugby union coaches and referees

The BokSmart education courses are associated with improvements in behavioural determinants in South African rugby union coaches and referees

Concussion knowledge and experience among Welsh amateur rugby union coaches and referees

BackgroundRugby union is a collision sport where participants are at high risk of sustaining a concussion. In settings where there is little qualified medical supervision, certain stakeholders (eg, coaches and...

Exploring mini rugby union coaches’ perceptions of competitive activities

The purpose of this study was to explore volunteer rugby union coaches’ perceptions of organised competitive participation during childhood. Participants were 202 under-9 (U9) mini rugby union coaches who had coached during the 2010/11 season. Coaches completed an Internet-based survey, and cluster analysis was used to identify different groups based on attitudes towards the Rugby Football Union’s current rules and proposed changes to these rules. Three distinct groups were identified based on whether they wanted to maintain the status quo (Traditionalists); maintain some elements of structure (Moderates); or have a much less structured introduction to rugby (Radicals). In total, over three quarters of coaches favoured structured elements (early specialisation), while less than a quarter favoured a less structured game (late specialisation). Only the Radical’s views matched those espoused by elite coaches and U9 players themselves, raising several issues regarding coach education for player development during childhood. In the short term there are the difficulties of aligning disparate views of U9 player development via coaching for and during competitive games. This is further complicated by the challenges of enhancing the skills of thousands of volunteer coaches with limited experience, knowledge and expertise in coaching during childhood.

Elite coaching and the technocratic engineer: thanking the boys at Microsoft!

The primary purpose of this article is to provide an in-depth understanding of the manner in which surveillance technologies have become readily appropriated and utilised by elite Rugby Union coaches. It is conceded that positions adopted by populist writings commonly categorise the act of coaching as an educational activity that harnesses holistic intentions. Through reflecting upon semi-structured interviews with players located at an Aviva Premiership Rugby Union Club, we provide insight into an elite sporting institution that more accurately depicts coaching as a technocratic activity. The resultant analysis is critical in its review of surveillance mechanisms embedded in institutional practice, extending to the sports coaching setting, which explicate sinister rather than pastoral motives to enforce a disciplinary power that enhances the quantification of athletic performance. The article concludes by emphasising the impact of such practices upon establishing a sense of trust and the construction of self autonomous to the sporting domain. We argue that the emerging and steadfast acceptance of technology in the elite coaching environment is threatening to circumvent the learning potential of players by merely viewing them as functionaries. In adopting this position, we tentatively suggest that future research seeking to inform the practice of coaching and coach education should continue to pursue this critical dialogue to question whether, and to what extent, an overreliance on technology is becoming perceived as the ‘gold standard’ of professional practice amongst the coaching fraternity.

Barriers to systematic reflective practice as perceived by UKCC Level 1 and Level 2 qualified Rugby Union coaches

The purpose of this study was to identify the barriers to systematic reflection as perceived by UKCC Level 1 and Level 2 qualified rugby union coaches. Subjects (n = 10) were interviewed individually using a semi-structured interview and the interviews were transcribed. In total, 99 instances of perceived barriers were cited by the participants, with an almost 2:1 ratio between External and Internal barriers. Three dominant themes emerged from the study. First, the primary perceived barrier to systematic reflection is organisational, both in terms of a lack of planning by the coach as well as a lack of encouragement and enforcement by the RFU and local clubs to ensure reflection takes place. Second, coaches were not motivated to reflect, citing laziness, the repetitive nature of sessions and player behaviour as reasons. Finally, coaches cited a lack of time either as a result of other demands (work and family) or too much / too little coaching. Conclusions were that the RFU and clubs must work harder to educate coaches to the value of reflection and the role of proper session planning in this. To help make sessions more enjoyable for both players and coaches, the RFU and clubs could provide a wider range of ideas for coaching content.

Introducing children to rugby: elite coaches’ perspectives on positive player development

The overall aim of the study was to identify what elite coaches believed were the key components for organised rugby union participation during childhood (7–11 years old). Nine elite male rugby union coaches participated in individual semi-structured interviews. Thematic analysis identified the importance of an age-appropriate competitive games pathway, where more specialised skills were built sequentially on top of the foundations of basic evasion, handling and tackling skills. The findings were generally supportive of the principles of the developmental model of sports participation (DMSP). In particular, elite coaches identified that an emphasis on less-structured games (deliberate play) and early diversification (sampling) were beneficial for player development in the mini rugby years (under 12). However, contrary to a strict interpretation of the DMSP, the coaches also identified that appropriate adult involvement and organised competition could be beneficial to development in these sampling years.

Planning the diffusion of a neck-injury prevention programme among community rugby union coaches

BackgroundThis paper describes the development of a theory-informed and evidence-informed, context-specific diffusion plan for the Mayday Safety Procedure (MSP) among community rugby coaches in regional New South Wales, Australia.MethodsStep 5...

Is sports safety policy being translated into practice: what can be learnt from the Australian rugby union Mayday procedure?

AimTo investigate the level of translation of the Australian Rugby Union ‘Mayday’ safety procedure into practice among community rugby union coaches in New South Wales (Australia).MethodsAll registered coaches of senior...

Coaching Philosophies: Perceptions from Professional Cricket, Rugby League and Rugby Union Players and Coaches in Australia

This paper reports on the perceptions of effective coaching based on interviews with male professional coaches and players from cricket, rugby league, and rugby union in Australia. It is part of a larger research project into effective coaching in professional sport where the coach's philosophy reflected a key ingredient of a coach's perceived effectiveness. The findings from the current study show that coaches in these professional settings develop programs to assist players in acquiring on- and off-field skills. In addition to this, there is a tendency to focus on learning and improvement as opposed to a win-at-all-costs attitude. These philosophies highlight elements of a Humanistic approach to coaching which focuses on the total development of the person.

A survey of injury knowledge and technical needs of junior Rugby Union coaches in Townsville (North Queensland)

Data of the injury knowledge and technical needs of registered coaches of junior Rugby Union teams in the Townsville district junior Rugby Union (North Queensland) were collected via a questionnaire mailed to coaches to determine the knowledge of the management, risk and protective factors of injury. A total of 35 completed self-administered questionnaires were returned in March 2003 for a response rate of 100%. Half of all coaches (54%, n=18) identified the upper limb of the tackler as the body part most likely to be injured in a tackle and one-quarter (26%, n=9) identified the lower limb of the ball carrier. Half (46%, n=16) of coaches identified rest/ice/compression/elevation as the treatment for soft tissue injury. The total injury knowledge score increased with the total number of seasons coached (Spearman's r(s)=0.401, p=0.017). Coaches with a current first aid qualification were more likely to identify rest/ice/compression/elevation as the treatment for soft tissue injury (Fishers Exact test, p=0.002). The results of this survey demonstrate that coaches of junior Rugby Union teams require education of the mechanisms of injury and procedures for the early management of minor and soft tissue in Rugby Union coaching courses.