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Background Collisions in rugby union and sevens have a high injury incidence and burden, and are also associated with player and team performance. Understanding the frequency and intensity of these collisions is therefore important for coaches and practitioners to adequately prepare players for competition. The aim of this review is to synthesise the current literature to provide a summary of the collision frequencies and intensities for rugby union and rugby sevens based on video-based analysis and microtechnology. Methods A systematic search using key words was done on four different databases from 1 January 1990 to 1 September 2021 (PubMed, Scopus, SPORTDiscus and Web of Science). Results Seventy-three studies were included in the final review, with fifty-eight studies focusing on rugby union, while fifteen studies explored rugby sevens. Of the included studies, four focused on training—three in rugby union and one in sevens, two focused on both training and match-play in rugby union and one in rugby sevens, while the remaining sixty-six studies explored collisions from match-play. The studies included, provincial, national, international, professional, experienced, novice and collegiate players. Most of the studies used video-based analysis (n = 37) to quantify collisions. In rugby union, on average a total of 22.0 (19.0–25.0) scrums, 116.2 (62.7–169.7) rucks, and 156.1 (121.2–191.0) tackles occur per match. In sevens, on average 1.8 (1.7–2.0) scrums, 4.8 (0–11.8) rucks and 14.1 (0–32.8) tackles occur per match. Conclusions This review showed more studies quantified collisions in matches compared to training. To ensure athletes are adequately prepared for match collision loads, training should be prescribed to meet the match demands. Per minute, rugby sevens players perform more tackles and ball carries into contact than rugby union players and forwards experienced more impacts and tackles than backs. Forwards also perform more very heavy impacts and severe impacts than backs in rugby union. To improve the relationship between matches and training, integrating both video-based analysis and microtechnology is recommended. The frequency and intensity of collisions in training and matches may lead to adaptations for a “collision-fit” player and lend itself to general training principles such as periodisation for optimum collision adaptation. Trial Registration PROSPERO registration number: CRD42020191112.

BackgroundRugby union is characterised by frequent and dynamic collisions. Players typically aim to avoid direct contact to the head due to its potential for serious head injury. However, head collisions still occur – possibly due to players either being unaware of the impending contact, or executing poor technique during, or prior to contact.ObjectiveVideo analysis of contact technique and head collisions in rugby union.DesignRetrospective video analysis.SettingProfessional rugby union players.ParticipantsVideo footage of 211 contact events.Assessment of Risk FactorsContact characteristics and contact technique for attackers and defenders during head collisions. Attackers and defenders were categorized into higher and lower risk roles depending on which had the higher potential for injury.Main Outcome MeasurementsContact descriptors and contact proficiency scoresResultsEighty-four percent of head collisions occurred during the tackle, followed by aerial collisions (10%), and rucks (6%). Eighty-two percent of collisions occurred with an opponent. Higher risk players were aware of the impending contact 70% of the time. Mean contact proficiency score (arbitrary units; AU) in front-on tackled ball-carriers was 6.4±3.2 and 8.2±3.2 AU for ball carriers at higher and lower injury risk, respectively (p≤0.01, effect size=0.6, moderate). The mean contact proficiency score in front-on tackle tacklers was 9.8±3.7 and 9.2±3.5 AU for tacklers at higher and lower injury risk, respectively (p>0.05, ES=0.2, small).ConclusionsThe tackle event accounted for most head collisions. Most players were aware of the impending contact. Higher injury risk ball-carriers in front-on tackles scored relatively low in proficiency compared to lower injury risk ball-carriers. For contact proficiency score, each technical criterion was equally weighted. Failure to execute specific criteria (e.g. head up and forward) may increase the risk of head collisions compared to other criteria (e.g. fending). Future studies on contact techniques should weight technical criteria more appropriately.

Introduction It is well-recognised that fulfilling the role of a coach is multi-faceted. In rugby, some of these coaching facets have been studied, however the research has not been reviewed. Reviewing the literature on rugby coaches will inform and guide policies, coach education, research and practice. Therefore, the purpose of this study is to provide a scoping review of the current coach focused literature on rugby union, rugby league and rugby sevens. Methods A scoping review was conducted on five electronic databases (EBSCOhost, PubMed, Scopus, SPORTDiscus, Web of Science) until January 2022 using the PRISMA-ScR guidelines. Participants had to be coaches within rugby union, sevens and league to be included. Data were extracted and analyzed to form a numerical and thematic summary. Results 105 articles were included. 76% of the studies were on rugby union, 14% on league, 1% on sevens and the remainder focused on a combination of rugby cohorts or did not specify. Three themes were identified via a thematic analysis based on the content of the articles, these were coach knowledge (68%), coach pedagogies (29%), and coach development (4%). Conclusion The main finding in this review is that research on rugby coaches understood the risk, prevention, and management of injuries. Educational resources should include all aspects of rugby play or training injuries. The importance of the athlete-coach relationship and coach reflective practices was another significant finding. Coaches are encouraged to have a broad understanding of various aspects related to the player's welfare, which can be developed using formal and/or nonformal learning.