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This article aims to review and comment upon the current “state of play” for research around contact and tackle training in women's rugby, covering tackle injury risk, match contact demands, players' experiences of contact coaching and contact skill preparation. In women's rugby, the tackle is the most common match technical‐physical contest, accounting for around two‐thirds of all injuries and carrying the greatest injury burden. Players' experience and technical abilities are key determinants of tackle safety and performance. Despite this, there is limited research available that connects insight into women's rugby contact demands with the how and why of effective tackle and contact training and coaching in context. This review suggests that adapting and adopting progressive tackle skill training frameworks and gender‐responsive coaching practices can aid tackle skill learning in women's rugby. Creative transdisciplinary research and more effective translation and implementation activities that take place within the vibrant and growing context of women's rugby can enhance science and safety whilst working as a medium for social change.
This article aims to review and comment upon the current “state of play” for research around contact and tackle training in women's rugby, covering tackle injury risk, match contact demands, players' experiences of contact coaching and contact skill preparation. In women's rugby, the tackle is the most common match technical‐physical contest, accounting for around two‐thirds of all injuries and carrying the greatest injury burden. Players' experience and technical abilities are key determinants of tackle safety and performance. Despite this, there is limited research available that connects insight into women's rugby contact demands with the how and why of effective tackle and contact training and coaching in context. This review suggests that adapting and adopting progressive tackle skill training frameworks and gender‐responsive coaching practices can aid tackle skill learning in women's rugby. Creative transdisciplinary research and more effective translation and implementation activities that take place within the vibrant and growing context of women's rugby can enhance science and safety whilst working as a medium for social change.
Purpose Performance indicators in women's rugby union are under-researched. The aim of this study was to describe the match activities and determine the predictors for winning/losing and points difference in the South African Rugby Union (SARU) Women's Premier Division competition. Methods During the 2021 and 2022 seasons, SARU-coded matches included 33 indicators (including attacking, defensive, set plays, and error categories) which were analysed for two outcome variables: winning/losing and points difference (points for MINUS points against). Results The results of the study showed that for winning compared to losing, tries (OR = 6.48; p = 0.0001), goal kicking success % (OR = 1.03; p = 0.0245), and dominant tackles % (OR = 1.45; p = 0.0333) increased the odds of winning, whilst yellow cards decreased the odds (OR = 0.27; p = 0.0199). For points difference, Factor 1 (OR = 1.016) including variables related to clean breaks, tries and conversions thereof, were predictive of a larger points difference, whilst Factor 6 (positive tackles, lineout wins; OR = 0.958) favoured a close match/smaller points difference. Conclusion The predictive indicators differed from those found in previous literature. However, there was little to no data available on women's rugby union to compare to, and therefore comparisons were made to men's rugby. More data and studies are required to confirm these findings.
Sports coaching involves navigating ambiguity and uncertainty in stakeholders’ perspectives and managing a dynamic micro-political environment. This study explores the relationship between coaching efficacy and effectiveness in South African Women's Rugby. It examines how a coach's belief in their ability to influence athlete learning and performance (coaching efficacy) correlates with the actual impact on athletes (coaching effectiveness). By aligning coaches’ perceived competence with tangible athlete outcomes, the study provides insights into factors influencing coaching practices and athlete development. The study involved 28 women players (mean age: 24.8 ± 4.0 years) and 8 coaches (mean age: 41 ± 3.8 years) who participated in semi-structured online interviews. The interview script, derived from the Coaching Effectiveness Survey (CES) tool, was analysed using Braun and Clarke's 6-step process of thematic content analysis. Under the four efficacy dimensions, sub-themes emerged as follow: 1) motivation (climate created by the coach and a motivational climate experienced by the players), 2) technique (coaching physical, technical, and tactical aspects of rugby), 3) game strategy (guiding players to successful outcomes), and 4) character-building efficacy (cultivating a positive environment for sportswomanship and holistic development). The findings incorporate feedback from players and coaches, highlighting firsthand experiences of coaching effectiveness. This approach enables experts to identify effective coaching strategies and those needing refinement within Women's Rugby. The study's findings promise to inform future coach development frameworks and foster a comprehensive understanding of coaching effectiveness in the dynamic landscape of Women's Rugby worldwide.
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