Currently, little work has evaluated the impact of interventions within talent development environments (TDEs). This study is the first of its kind to evaluate the efficacy of the Talent Development Environment Questionnaire (TDEQ) as a tool to help coaches and support staff gain feedback, structure interventions, and evaluate impact over a 12-month period of an international elite TDE. Sixteen full time professional male rugby union players, the Chief Rugby Operations Officer, General Manager of Rugby Performance, and the Head of the Elite Rugby Program participated in the research. The TDEQ baseline results identified 17 weaknesses and nine strengths. Subsequently, an evidence based intervention designed by a staff and player working group was implemented. After the 12-month intervention, there were five weaknesses and 18 strengths with seven targeted and five non-targeted TDEQ items showing statistically significant improvements. Implications for practioners and policy makers on the use of the TDEQ as a mechanism for evidence based impact on evaluation, intervention design, and monitoring in elite TDEs are discussed.
Andrew J.A. Hall, Leigh Jones, and Russell J.J. Martindale
Andrew J.A. Hall, Cedric English, Leigh W. Jones, Tony Westbury, and Russell Martindale
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.