The impact of rule modifications on player behaviour in a talent identification and development environment: A case study of the Rugby Football Union’s Wellington Academy Rugby Festival

Ashford, Michael; Burke, Kate; Barrell, Donald; Abraham, Andrew; Poolton, Jamie

doi:10.1080/02640414.2020.1795559

Cited by 4 publications

(6 citation statements)

References 48 publications

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“…The research on the technical-tactical demands of youth rugby union typically provides the frequency of technical actions and events (Ashford et al, 2020;Ungureanu et al, 2019). In U18 match-play 86 ± 28 tackles have been reported per team (Ungureanu et al, 2019) and ~6…”

Section: Technical-tactical Demandsmentioning

confidence: 99%

Section: Technical-tactical Demandsmentioning

confidence: 99%

“…Studies have investigated technical-tactical demands of U16 and U18 rugby union Academy match-play (e.g., Ashford et al, 2020;Read et al, 2018a;Ungureanu et al, 2019), but with no direct comparison between age-grades or standards of play. In U16 match-play 1.54 ± 0.32 passes per minute occur (Ashford et al, 2020), compared to a total of 94 ± 27 passes per game in U18 match-play (Ungureanu et al, 2019). Ball-in-play time as a percentage of the match duration appear similar across age-grades, with 27 ± 3 min (~37% of match-play) reported for U18 match-play (Read et al, 2018a), compared to 40 ± 4% of match time reported in U16 match-play (Ashford et al, 2020).…”

Section: Technical-tactical Demandsmentioning

confidence: 99%

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The Demands of Youth Rugby Match-Play

Whitehead¹,

Weaving²,

Johnston³

et al. 2022

The Young Rugby Player

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The quantification of the technical, tactical and physical demands of match-play in youth rugby is important for the appropriate prescription of training practices. Differences in the demands of match-play have been identified between positions, playing standards , age grades and phases-of-play. This chapter presents the research that has explored the match-demands of youth rugby, including the physical and technical-tactical. It then provides a practical overview of how coaches can utilise match-demands data to assist in appropriate training prescription through the adaptation, manipulation and evaluation of training drills and practices. The chapter concludes with a range of recommendations and practical implications for the use of match-play data in youth rugby environments.

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Section: Technical-tactical Demandsmentioning

confidence: 99%

Section: Technical-tactical Demandsmentioning

confidence: 99%

Section: Technical-tactical Demandsmentioning

confidence: 99%

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The Demands of Youth Rugby Match-Play

Whitehead¹,

Weaving²,

Johnston³

et al. 2022

The Young Rugby Player

View full text Add to dashboard Cite

show abstract

“…This approach conforms to variable design principles such as non-linear pedagogy ( Chow, 2013 ; Correia et al, 2019 ) in that practice provides frequent exposure to the perception of information in order to identify invariances between the information perceived and the action planned ( Bar-Eli et al, 2011 ). Furthermore, in such uncertain environments, coaches should consider guiding players to adopt ‘take-the-first’ heuristics ( Raab and Laborde, 2011 ; Raab and Gigerenzer, 2015 ) through exploratory coach behaviours (e.g., divergent questioning; Cushion et al, 2011 ; O’Connor et al, 2018 ) and practice manipulation (e.g., rule modifications; Passos et al, 2008 ; Chow, 2013 ; Balagué et al, 2019 ; Ashford et al, 2020 ).…”

Section: Conclusion Of the Findingsmentioning

confidence: 99%

“…Rules create the landscape of contextualised game information that players, in their quest to achieve the Pre-Lusory goal (i.e., to score more points than your opponent; Suits, 1978 ), are individually and collectively required to act on ( Correia et al, 2012 ; Macquet and Kragba, 2015 ; Johnston and Morrison, 2016 ; Birch et al, 2019 ). Furthermore, the rules constrain players to select from a finite list of legal actions ( Ashford et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

What Cognitive Mechanism, When, Where, and Why? Exploring the Decision Making of University and Professional Rugby Union Players During Competitive Matches

2021

Self Cite

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Over the past 50 years decision making research in team invasion sport has been dominated by three research perspectives, information processing, ecological dynamics, and naturalistic decision making. Recently, attempts have been made to integrate perspectives, as conceptual similarities demonstrate the decision making process as an interaction between a players perception of game information and the individual and collective capability to act on it. Despite this, no common ground has been found regarding what connects perception and action during performance. The differences between perspectives rest on the role of stored mental representations, that may, or may not facilitate the retrieval of appropriate responses in time pressured competitive environments. Additionally, in team invasion sports like rugby union, the time available to players to perceive, access memory and act, alters rapidly between specific game situations. Therefore, the aim of this study was to examine theoretical differences and the mechanisms that underpin them, through the vehicle of rugby union. Sixteen semi-elite rugby union players took part in two post-game procedures to explore the following research objectives; (i) to consider how game situations influence players perception of information; (ii) to consider how game situations influence the application of cognitive mechanisms whilst making decisions; and (iii) to identify the influence of tactics and/or strategy on player decision making. Deductive content analysis and elementary units of meaning derived from self-confrontation elicitation interviews indicate that specific game situations such as; the lineout, scrum or open phases of play or the tackle situation in attack or defence all provide players with varying complexity of perceptual information, formed through game information and time available to make decisions. As time increased, players were more likely to engage with task-specific declarative knowledge-of the game, stored as mental representations. As time diminished, players tended to diagnose and update their knowledge-in the game in a rapid fashion. Occasionally, when players described having no time, they verbalised reacting on instinct through a direct connection between perception and action. From these findings, clear practical implications and directions for future research and dissemination are discussed.

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