Training injuries in elite men's senior and academy (Super League) rugby league; an analysis of 224,000 exposure-hours.

OBJECTIVES: Report two-years of training injury data in senior and academy professional rugby league. DESIGN: Prospective cohort study. METHODS: Match and training time-loss injuries and exposure data were recorded from two-seasons of the European Super League competition. Eleven/12 (2021) and 12/12 (2022) senior and 8/12 (2021) and 12/12 (2022) academy teams participated. Training injuries are described in detail and overall match injuries referred to for comparison only. RESULTS: 224,000 training exposure hours were recorded with 293 injuries at the senior (mean [95 % confidence interval]; 3 [2-3] per 1000 h) and 268 academy level (2 [2-3] per 1000 h), accounting for 31 % and 40 % of all injuries (i.e., matches and training). The severity of training injuries (senior: 35 [30-39], academy: 36 [30-42] days-lost) was similar to match injuries. Lower-limb injuries had the greatest injury incidence at both levels (senior: 1.85 [1.61-2.12], academy: 1.28 [1.08-1.51] per 1000 h). Head injuries at the academy level had greater severity (35 [25-45] vs. 18 [12-14] days-lost; p < 0.01) and burden (17 [16-18] vs. 4 [4-5] days-lost per 1000 h; p = 0.02) than senior level. At the senior level, the incidence of contact injuries was lower than non-contact injuries (risk ratio: 0.29 [0.09-0.88], p = 0.02). CONCLUSIONS: Training injuries accounted for about a third of injuries, with similar injury severity to match-play. Within training there is a higher rate of non-contact vs. contact injuries. Whilst current injury prevention interventions target matches, these data highlight the importance of collecting high quality training injury data to develop and evaluate injury prevention strategies in training.

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete.

BACKGROUND: Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete's holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts. OBJECTIVES: The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport-school programme that drive/facilitate holistic impacts. METHODS: A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK). RESULTS: Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery. CONCLUSIONS: This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport-school student athletes.

When to Pull the Trigger: Conceptual Considerations for Approximating Head Acceleration Events Using Instrumented Mouthguards.

Head acceleration events (HAEs) are acceleration responses of the head following external short-duration collisions. The potential risk of brain injury from a single high-magnitude HAE or repeated occurrences makes them a significant concern in sport. Instrumented mouthguards (iMGs) can approximate HAEs. The distinction between sensor acceleration events, the iMG datum for approximating HAEs and HAEs themselves, which have been defined as the in vivo event, is made to highlight limitations of approximating HAEs using iMGs. This article explores the technical limitations of iMGs that constrain the approximation of HAEs and discusses important conceptual considerations for stakeholders interpreting iMG data. The approximation of HAEs by sensor acceleration events is constrained by false positives and false negatives. False positives occur when a sensor acceleration event is recorded despite no (in vivo) HAE occurring, while false negatives occur when a sensor acceleration event is not recorded after an (in vivo) HAE has occurred. Various mechanisms contribute to false positives and false negatives. Video verification and post-processing algorithms offer effective means for eradicating most false positives, but mitigation for false negatives is less comprehensive. Consequently, current iMG research is likely to underestimate HAE exposures, especially at lower magnitudes. Future research should aim to mitigate false negatives, while current iMG datasets should be interpreted with consideration for false negatives when inferring athlete HAE exposure.

A Novel Case Study Approach to the Investigation of Leg Strength Asymmetry and Rugby League Player's Multidirectional Speed.

ABSTRACT: Helme, M, Emmonds, S, Low, C, and Till, K. A novel case study approach to the investigation of leg strength asymmetry and Rugby League player's multidirectional speed. J Strength Cond Res 38(5): 941-947, 2024-Leg strength and multidirectional speed qualities have repeatedly been linked with increased performance during Rugby League (RL) match play and associated with career attainment. However, very little of this evidence for strength has been gained through unilateral measurements with no study available that has examined the impact of strength asymmetry, in this population, on speed qualities in RL players. Therefore, this study examined the association between unilateral strength, and as a novel development, the subject with the most extreme asymmetry was identified for further analysis. Fifty RL players undertook the rear foot elevated split squat 5 repetition maximum, 20-m linear sprint, and modified 505 change of direction test. The mean leg strength for the group was 88.92 ± 12.59 kg; when divided by body mass, the mean relative strength (REL) was 1.03 ± 0.17 kg·kg -1 , and the mean asymmetry was 3.21 ± 5.70%. The subject with the greatest asymmetry (subject A) had an imbalance of 33% and a mean leg strength of 75 kg (REL = 0.78 kg·kg -1 ) and a body mass 1 SD above the group mean. Analysis of the group's data and that of subject A did not indicate that leg strength asymmetry was either frequent or harmful, with respect to speed performance. However, relative leg strength was associated with both improved linear and multidirectional speed. Practitioners are recommended to prioritize the development of relative leg strength and disregard the aspiration for between leg performance symmetry.

Youth Sport Participation Trends Across Europe: Implications for Policy and Practice.

Purpose: Despite the known health and wellbeing benefits of taking part in sport for children and adolescents, it is reported that sports participation declines during adolescence. The purpose of this study was to explore current organized youth sport participation rates across Europe for both males and females and update current understanding. Method: Sport participation registration data was collected for 18 sports from 27 countries. In total, participation data was collected from over 5 million young people from Under 8s (U8s) to Under 18s (U18s). Differences in the participation rates between age categories were investigated using a generalized linear mixed effects model. Results: Overall, males were four times more likely to participate in organised youth sport than females' participants, with this trend apparent across all age categories and across most sports. There was a significant decrease across sports in participation rates for males during adolescence from U14-U16 and U16-U18. There was a significant decrease in participation rates for females from U14-U16 for most sports except but an increase in participation rates from U16-U18 for 12 out of 18 sports. Soccer (1262%), wrestling (391%) and boxing (209%) were the sports that had greater male sport participation rates. In contrast, dance sports (86%) and volleyball (63%) had more female participants than males. This research shows male sports participation is significantly greater than female in youth sport across Europe. Conclusion: Furthermore, findings showed that for both male and female participants, participation rates increased from U8-U14 for the majority of sports followed by reduced participation rates during adolescence. Findings of this research can be used by national governing bodies and sporting organizations to inform youth sport participation initiatives.

The development of physical characteristics in adolescent team sport athletes: A systematic review.

BACKGROUND: Physical development during adolescence is crucial for athletes in team sports, as it prepares them for the high sport demands at the senior level. While physical development in non-athletes are well-documented, a comprehensive understanding of adolescent athletes' development, including the potential effects of team sports participation and training load, is lacking. OBJECTIVES: The study aimed to investigate the development of physical characteristics in team sport athletes during adolescence (12-20 years) and explore the impact of training load. METHODS: A systematic search of the databases PubMed, SPORTDiscus and Web of Science were conducted combining keywords related to physical characteristics, youth athletes, team sport and study design. Criteria for inclusion were: (1) team sport athletes aged 12-20 years, (2) cross-sectional or longitudinal designs investigating physical characteristics, (3) comparisons across different age groups, (4) peer-reviewed original article, (5) written in English, and (6) available results from physical testing. Results were normalized and weighted based on sample size. RESULTS: 176 eligible articles were identified. The results showed consistent annual improvement in most physical characteristics from 12 to 16 years for both sexes (e.g., boys: lower body strength 14.3%; intermittent endurance 11%; countermovement jump height 6.7%; change of direction 2.8%; 30 m sprint 3.6%, and girls: lower body strength 9.4%; intermittent endurance 12.1%; countermovement jump 4.7%; change of direction 3.3%; 30 m sprint 1.9%). Only 4 studies investigated the effect of training load on physical development. CONCLUSIONS: Although both sexes consistently improved through adolescence, girls tended to have less pronounced physical development compared to boys, likely due to lower increase in lean mass and limb length. The existing evidence do not definitively establish whether team sports participation, compared to studies examining non-athletes, or training load have an additive effect on physical development during this period.

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences.

Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the 'in-time' holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes.

Talent identification and development in an English Premiership rugby union club: the perspectives of players and coaches.

The pathway towards senior professional status in sport is affected by a multitude of factors. An abductive examination of the talent identification and development processes at an English Premiership rugby union (RU) club was undertaken for the present study. Part one examined the perspectives on the selection and development processes of senior academy male players (n = 8), whereas part two explored the perceptions of male coaches (n = 7). A total of three focus groups were used. Three main themes were confirmed by players and coaches: (a) task constraints, (b) performer constraints, and (c) environmental constraints. Specifically, although athletes and coaches believed that performer constraints were highly impactful on players' career in RU, there were inconsistencies surrounding the task and environmental constraints. Despite an indication that three common themes impacted an players path, this preliminary study shows an imbalance in the understanding of some of the key factors perceived to be important for talent progression in the present rugby academy. More research using similar qualitative methods is recommended to better understand the differences in opinions between players and coaches. Meanwhile, practitioners should consider implementing objective and holistic strategies to improve the talent pathway in English RU academies.

Influence of match status and possession status on the physical and technical characteristics of elite youth female soccer match-play.

This study compared the influence of match status (drawing, losing, or winning) and possession status (in-possession, out-of-possession, or ball-out-of-play) on the physical and technical characteristics of U14 and U16 elite youth female soccer match-play. Data were collected from 189 female academy players during 45 competitive matches, resulting in 387 match observations. Linear mixed models estimated relative; total distance, high-speed running (≥3.00 m·s-1), very high-speed running (≥4.83 m·s-1), and sprinting (≥5.76 m·s-1) distance according to match status and possession status, and 21 technical variables according to match status. Differences in physical and technical characteristics were observed between and within age-groups, dependent upon match status and possession status. Regardless of match status, both age-groups covered greater distances when the ball was in-play compared to ball-out-of-play (107-130 vs 58-68 m·min-1). U16s covered greater distances when out-of-possession than in-possession, regardless of match status. Whilst U14s covered greater distances out-of-possession when drawing or losing only. Differences in physical and technical characteristics when drawing, losing, or winning, suggest a change in playing style according to match status, likely in an attempt to influence or maintain the score-line. These findings have practical implications for coaching, talent identification and development practices within youth female soccer.

I won't let you down; why 20% of Men's and Women's Super League players underreported suspected concussions.

OBJECTIVES: Quantify and identify factors associated with concussion underreporting in Super League rugby league players. DESIGN: Cross sectional survey. METHODS: During the 2022 season preseason, 422 Men's and Women's Super League players completed an online survey quantifying player demographics, rugby playing history, concussion history, prevalence of, and reasons for underreporting concussion, concussion knowledge and long-term implications and perceptions of concussion. RESULTS: Overall, 20% of respondents stated they did not report concussion-related symptoms to medical staff during the 2020 and 2021 seasons. The two most common reasons for underreporting concussion were 'didn't want to be ruled out of a match' (35%) and 'didn't want to let down team' (24%). 65% of players reported an appropriate level of knowledge about concussion and potential long-term implications at the start of their senior rugby career, versus 89% now. In relation to concussion knowledge, symptoms were correctly identified on 74% of occasions. 57% of players surveyed were concerned about the potential long-term implications from concussion, and 11% of players would encourage their/family members' children to not play rugby league. CONCLUSIONS: The proportion of Super League players who did not report concussion symptoms was similar to rugby league players in Australia. The main reasons for not reporting concussion appeared to be due to perceptions of what is beneficial for the team, suggesting both performance and medical staff should collectively encourage players to report concussion. A player's attitude towards concussion is potentially an individual modifiable risk factor and should be considered within the concussion management of players.

Incidence of concussion in men's Super League, Championship, and Academy rugby league matches between 2016 and 2022.

OBJECTIVES: To quantify the incidence of concussion and compare between playing levels in male rugby league. DESIGN: Retrospective cohort. METHODS: Between 2016 and 2022, medically diagnosed concussions in Super League, Championship, and Academy competitions were reported to the Rugby Football League via club medical staff. Anonymised data were analysed using generalised linear mixed-effects models by season, month, and between competitions. RESULTS: Overall, 1403 concussions were identified from 104,209 player-match hours. Concussion incidence for Super League, Championship, and Academy was 15.5, 10.5, and 14.3 per 1000 player-match hours, respectively. Championship concussion incidence was significantly lower than the Super League (p < 0.001) and Academy (p < 0.001). No significant differences were identified between years for Super League (range: 13.3 to 18.8 per 1000 player-match hours) and Championship (range: 8.4 to 12.1 per 1000 player-match hours). In Academy (range: 9.6 to 20.5 per 1000 player-match hours), concussion incidence was significantly greater in 2021 compared to earlier years (2016, p = 0.01 and 2017, p = 0.03). No significant differences were identified between months for any competition. CONCLUSIONS: The incidence of concussion is greater in Super League and Academy compared to the Championship. Academy concussion incidence has increased over time. Different factors between and within competitions, such as changes to medical standards and knowledge, could have influenced the identification and diagnosis of concussion.

Associations Between Motor Competence and Physical Activity, Physical Fitness and Psychosocial Characteristics in Adolescents: A Systematic Review and Meta-analysis.

BACKGROUND: Motor competence is an integral component of the health and performance of youth. Numerous studies support the hypothesis that motor competence interacts with perceived motor competence and physical fitness during childhood to induce positive (e.g. healthy weight status) or negative (e.g. reduced physical activity engagement) trajectories. Yet, while adolescence is a key period of rapid growth and maturation, no systematic reviews and meta-analyses have examined the association between motor competence and physical activity, physical fitness and psychosocial characteristics solely within adolescents. OBJECTIVES: This study aimed to (1) analyse the scientific literature evaluating associations between motor competence and physical activity, physical fitness and/or psychosocial characteristics amongst adolescents; (2) evaluate the associations between motor competence and physical activity, physical fitness characteristics and/or psychosocial characteristics amongst adolescents; and (3) investigate the impact of moderator variables (i.e., age, sex, type of motor competence assessment) on the associations. METHODS: A systematic search of electronic databases was conducted, followed by a qualitative synthesis of study methods. Random-effects meta-analyses were performed to establish the magnitude and orientation of pooled correlation coefficients between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents, whilst considering potential moderators (i.e., age, sex, type of motor competence assessment). RESULTS: Sixty-one studies were included, totalling 22,256 adolescents. Twenty-seven different assessments of motor competence were used, with 31 studies utilising product-orientated (i.e. outcome) motor competence assessments. Meta-analyses of 43 studies showed that motor competence was positively associated with physical activity (r = 0.20 to 0.26), some physical fitness characteristics (e.g. muscular strength, cardiovascular endurance; r = 0.03 to 0.60) and psychosocial characteristics (r = 0.07 to 0.34), and inversely associated with weight status (r = - 0.36 to - 0.10), speed (r = - 0.31) and agility (r = - 0.37 to 0.41). Associations with flexibility were unclear. CONCLUSIONS: The results of this systematic review and meta-analysis support the hypothesised interactions of motor competence with physical activity (positive), physical fitness (positive except for weight status, speed and agility) and psychosocial characteristics (positive) in adolescence. However, methodological approaches vary considerably (e.g. variety of motor competence assessments utilised), with limitations of the current literature including an inadequate assessment of motor competence, a lack of longitudinal observations and a failure to account for biological maturation. Future research assessing associations between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents should include longitudinal observations of a combined motor competence assessment (i.e. process and product) and account for biological maturation. Improved evaluation using these recommendations could provide more accurate data, leading to more targeted interventions to improve adolescents' physical and psychosocial outcomes. CLINICAL TRIAL REGISTRATION: CRD42021233441 (PROSPERO ID).

Methods of Monitoring Internal and External Loads and Their Relationships with Physical Qualities, Injury, or Illness in Adolescent Athletes: A Systematic Review and Best-Evidence Synthesis.

BACKGROUND: With the increasing professionalisation of youth sports, training load monitoring is increasingly common in adolescent athletes. However, the research examining the relationship between training load and changes in physical qualities, injury, or illness in adolescent athletes is yet to be synthesised in a systematic review. OBJECTIVE: The aim of this review was to systematically examine the research assessing internal and external methods of monitoring training load and physical qualities, injury, or illness in adolescent athletes. METHODS: Systematic searches of SPORTDiscus, Web of Science, CINAHL and SCOPUS were undertaken from the earliest possible records to March 2022. Search terms included synonyms relevant to adolescents, athletes, physical qualities, injury, or illness. To be eligible for inclusion, articles were required to (1) be original research articles; (2) be published in a peer-reviewed journal; (3) include participants aged between 10 and 19 years and participating in competitive sport; (4) report a statistical relationship between a measure of internal and/or external load and physical qualities, injury or illness. Articles were screened and assessed for methodological quality. A best-evidence synthesis was conducted to identify trends in the relationships reported. RESULTS: The electronic search yielded 4125 articles. Following screening and a review of references, 59 articles were included. The most commonly reported load monitoring tools were session ratings of perceived exertion (n = 29) and training duration (n = 22). Results of the best-evidence synthesis identified moderate evidence of positive relationships between resistance training volume load and improvement in strength, and between throw count and injury. However, evidence for other relationships between training load and change in physical qualities, injury, or illness were limited or inconsistent. CONCLUSIONS: Practitioners should consider monitoring resistance training volume load for strength training. Additionally, where appropriate, monitoring throw counts may be useful in identifying injury risk. However, given the lack of clear relationships between singular measures of training load with physical qualities, injury, or illness, researchers should consider multivariate methods of analysing training load, as well as factors that may mediate the load-response relationship, such as maturation.

A global perspective on collision and non-collision match characteristics in male rugby union: Comparisons by age and playing standard.

This study quantified and compared the collision and non-collision match characteristics across age categories (i.e. U12, U14, U16, U18, Senior) for both amateur and elite playing standards from Tier 1 rugby union nations (i.e. England, South Africa, New Zealand). Two-hundred and one male matches (5911 min ball-in-play) were coded using computerised notational analysis, including 193,708 match characteristics (e.g. 83,688 collisions, 33,052 tackles, 13,299 rucks, 1006 mauls, 2681 scrums, 2923 lineouts, 44,879 passes, 5568 kicks). Generalised linear mixed models with post-hoc comparisons and cluster analysis compared the match characteristics by age category and playing standard. Overall significant differences (p < 0.001) between age category and playing standard were found for the frequency of match characteristics, and tackle and ruck activity. The frequency of characteristics increased with age category and playing standard except for scrums and tries that were the lowest at the senior level. For the tackle, the percentage of successful tackles, frequency of active shoulder, sequential and simultaneous tackles increased with age and playing standard. For ruck activity, the number of attackers and defenders were lower in U18 and senior than younger age categories. Cluster analysis demonstrated clear differences in all and collision match characteristics and activity by age category and playing standard. These findings provide the most comprehensive quantification and comparison of collision and non-collision activity in rugby union demonstrating increased frequency and type of collision activity with increasing age and playing standard. These findings have implications for policy to ensure the safe development of rugby union players throughout the world.

The safety of rugby union, especially the tackle, has previously been questioned but limited data are available to understand the collision and non-collision match characteristics between different age categories and playing standards.The frequency of collision and non-collision match characteristics increase with age and playing standard except for the frequency of scrums and tries which are lowest at the Senior Elite level. The activity of the tackle and ruck are also different between age categories and playing standards.Hierarchical cluster analysis demonstrated clear differences in all and collision match characteristics between junior (i.e. U12, U14, U16), and amateur (i.e. U18 and senior) and elite (i.e. U18 and senior) playing levels.Governing bodies and practitioners should be aware of the differences in collision and non-collision match characteristics by age and playing standard, when reviewing future versions of rugby union.

A multidimensional approach to identifying the physical qualities of male English regional academy rugby union players; considerations of position, chronological age, relative age and maturation.

Interpreting the physical qualities of youth athletes is complex due to the effects of growth, maturation and development. This study aimed to evaluate the effect of position, chronological age, relative age and maturation on the physical qualities of elite male academy rugby union players. 1,424 participants (n = 2,381 observations) from nine Rugby Football Union regional academies prospectively completed a physical testing battery at three time points, across three playing seasons. Anthropometrics, body composition, muscular power, muscular strength, speed, aerobic capacity and running momentum were assessed. Positional differences were identified for all physical qualities. The largest effect sizes were observed for the associations between chronological age (d = 0.65-0.73) and maturation (d = -0.77 to -0.69) and body mass related variables (i.e. body mass and running momentum). Relative strength, maximum velocity and aerobic capacity were the only models to include two fixed effects with all other models including at least three fixed effects (i.e. position and a combination of chronological age, relative age and maturation). These findings suggest a multidimensional approach considering position, chronological age, relative age and maturation is required to effectively assess the physical qualities of male age grade rugby union players. Therefore practitioners should use regression equations rather than traditional descriptive statistic tables to provide individualised normative comparisons thus enhancing the application of testing results for talent identification and player development.Highlights Practitioners should record and incorporate position, chronological age, relative age and maturation into the physical evaluation of elite academy rugby union players.The regression equations provided within this study offer highly generalisable comparative values that are specific to a players chronological and biological development.Through the use of enhanced player evaluation practitioners will be able to make more informed decisions surrounding talent identification and athlete development.

Designing a small-sided game to elicit attacking tactical behaviour in professional rugby union forwards.

This study aimed to investigate the consistency of attacking tactical and technical behaviour, and physical characteristics, over multiple bouts, and variability across days, of a specific rugby union forwards small-sided game (SSG). Data was collected from 21 professional rugby union forwards during four training sessions. The SSG, consisting of five bouts of work (150-s) interspersed by passive recovery (75-s), aimed to elicit specific attacking tactical behaviour. Tactical behaviour (i.e., regularity of attacking shape [entropy]), and technical (e.g., passes) and physical (e.g., total distance) characteristics were quantified. Results showed that technical characteristics remained consistent, whereas the regularity of width of the attacking shape and two physical characteristics (i.e., total distance, training impulse) varied across bouts. However, these effects had limited practical significance. Technical characteristics were consistent across days, but minimal variability was observed for tactical behaviour and physical characteristics, as shown by their small random effects with 95% profile likelihood confidence intervals (PLCI) including zero (e.g., SD[95%PLCI] = 0.03[0.00, 0.06]). Consequently, consistency of stimulus over bouts and days is achievable for the majority of the variables investigated, thus supporting the use of SSG to elicit consistent attacking behaviour, but also technical and physical characteristics in rugby union forwards.

Determining age-specific velocity thresholds for elite youth female soccer players.

Purpose: This study aimed to establish age-specific velocity thresholds for Under (U)14 and U16 elite youth female soccer players. Methods: Data was collected using 10 Hz GPS units during 50 matches from 187 players (U14 n = 89; U16 n = 98). Spectral clustering identified velocity thresholds for high-speed running (HSR), very high-speed running (VHSR), and sprinting (SPR), for 699 half-match observations (U14 n = 369; U16 n = 330). Linear mixed modelling determined youth (U14 and U16) and age-group (U14 or U16) velocity thresholds, and compared distances covered between these and existing senior thresholds. The effect of playing position and playing half on velocity thresholds was also quantified. Results: Youth velocity thresholds of HSR (≥3.00 m·s-1), VHSR (≥4.83 m·s-1), and SPR (≥5.76 m·s-1) were estimated from the model. Age-group and playing position influenced velocity thresholds but playing half did not. Adoption of youth and age-group velocity thresholds resulted in greater distance covered at HSR, VHSR, and SPR (p < 0.001; moderate-large effect size [ES] = 0.86-1.97) compared to senior thresholds. Both age-groups covered similar distances (trivial-small ESs = 0.002-0.23) when adopting youth and age-group velocity thresholds. Conclusion: These youth thresholds provide an alternative to arbitrary velocity thresholds within the literature, and thresholds derived from senior players or other populations, to inform appropriate quantification and interpretation of physical data within this population.

A case study of the features and holistic athlete impacts of a UK sports-friendly school: Student-athlete, coach and teacher perspectives.

In order to understand the features of sport schools and their impacts on the holistic development of student-athletes, it is important to take into account the voice of multiple stakeholders central to the programmes (student-athletes, coaches, teachers). Through a case-study approach, using five focus groups, with 19 student-athletes, and six semi-structured interviews with three coaches and three dual coach and teachers, this study explored the perceived impacts of one sport-friendly school (pseudonym-"Salkeld High") on holistic athlete development and the features that drove these impacts. Using a critical realist approach to thematic analysis, findings indicated a multitude of immediate, intermediate and long-term positive and negative impacts associated with academic/vocational (e.g., academic security vs. second/third choice university), athletic/physical (e.g., performance development vs. injuries), psychosocial (e.g., social skills vs. social scarifies) and psychological (e.g., sport confidence vs. performance pressure) development of "Salkeld High" student-athletes. Overall, "Salkeld High" was viewed as an integrated school environment for sport, academics, and boarding, where academic (e.g., extra-tutoring), athletic (e.g., high volume/frequency of training), and psychosocial/psychological (e.g., pastoral services) features are all in one location. The student-athletes tended to get a well-rounded, balanced holistic experience. However, the intensified and challenging nature of involvement did present some negative impacts that stakeholders should be aware of when designing, implementing, and evaluating sport-friendly school programmes. Furthermore, although "Salkeld High" was seen as an integrated environment within the school, it could do better at collaborating with wider sporting structures.

Youth motor competence across stages of maturity: Perceptions of physical education teachers and strength and conditioning coaches.

Physical education (PE) teachers and strength and conditioning (S&C) coaches are well placed to develop motor competence within youth populations. However, both groups' perceptions of important motor competencies are relatively unknown, especially when considering stage of maturity. Therefore, this study aimed to 1) present PE teachers and S&C coaches' perceptions of motor competence importance according to stage of maturity; 2) compare perceptions of motor competence between stages of maturity, and between PE teachers and S&C coaches; and 3) explore factors that influence PE teachers and S&C coaches' perceptions of motor competence importance. Via a mixed-method questionnaire, 47 PE teachers (professional experience = 10.3±6.6 years) and 48 S&C coaches (professional experience = 8.6±4.8 years) rated the importance of developing 21 motor competencies across four stages of maturity (childhood, pre-peak height velocity [PHV], circa-PHV, and post-PHV) using a Likert-scale (1 = not important, 5 = very important). Participants also provided open-ended explanations for their perceptions. Frequency analysis indicated that participants rated a broad range of competencies important, with S&C coaches rating more competencies important than PE teachers across all stages of maturity. Mixed-model analysis highlighted several differences in motor competence importance when comparing perceptions between participant groups, and between stages of maturity for PE teachers and S&C coaches. For example, S&C coaches rated strength-based motor competencies less important during childhood (d = -1.83 to -0.43), while PE teachers rated them less important during childhood (d = -2.22 to -0.42) and pre-PHV (d = -1.70 to -0.51) compared to other stages of maturity. Codebook thematic analysis showed several factors that influenced participant's perceptions of motor competence importance (e.g., participants understanding of themselves). The findings suggest that multiple environments may be required to adequately facilitate motor competence development amongst youth. Coach education should target misunderstandings around the risks of strength-based activity during early stages of maturity and the benefits of developing strength-based motor competencies across youth populations.

Contributors to negative biopsychosocial health or performance outcomes in rugby players (CoNBO): a systematic review and Delphi study protocol.

The importance of contributors that can result in negative player outcomes in sport and the feasibility and barriers to modifying these to optimise player health and well-being have yet to be established. Within rugby codes (rugby league, rugby union and rugby sevens), within male and female cohorts across playing levels (full-time senior, part-time senior, age grade), this project aims to develop a consensus on contributors to negative biopsychosocial outcomes in rugby players (known as the CoNBO study) and establish stakeholder perceived importance of the identified contributors and barriers to their management. This project will consist of three parts; part 1: a systematic review, part 2: a three-round expert Delphi study and part 3: stakeholder rating of feasibility and barriers to management. Within part 1, systematic searches of electronic databases (PubMed, Scopus, MEDLINE, SPORTDiscus, CINAHL) will be performed. The systematic review protocol is registered with PROSPERO. Studies will be searched to identify physical, psychological and/or social factors resulting in negative player outcomes in rugby. Part 2 will consist of a three-round expert Delphi consensus study to establish additional physical, psychological and/or social factors that result in negative player outcomes in rugby and their importance. In part 3, stakeholders (eg, coaches, chief executive officers and players) will provide perceptions of the feasibility and barriers to modifying the identified factors within their setting. On completion, several manuscripts will be submitted for publication in peer-reviewed journals. The findings of this project have worldwide relevance for stakeholders in the rugby codes. PROSPERO registration number CRD42022346751.