Rugby sevens, a sport new to the Olympics, features high-intensity intermittent running and contact efforts over short match durations, normally 6 times across 2 to 3 d in a tournament format. Elite rugby sevens seasons often include over a dozen competitive tournaments over less than 9 months, demanding deliberate and careful training-stress balance and workload management alongside development of the necessary physical qualities required for competition. Focus on running and repeated power skills, strength, and match-specific conditioning capacities is advised. Partial taper approaches in combination with high-speed running (>5 m/s from GPS measures) before and between tournaments in succession may reduce injury rates and enhance performance. In a sport with substantial long-haul intercontinental travel and repetitive chronic load demands, management of logistics including nutrition and recovery is inclusive of the formula for success in the physical preparation of elite rugby sevens athletes.
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Physical-Preparation Recommendations for Elite Rugby Sevens Performance
Jake Schuster, Dan Howells, Julien Robineau, Anthony Couderc, Alex Natera, Nick Lumley, Tim J. Gabbett, and Nick Winkelman
A Case Study Analysis of the Coach–Athlete Dyad in Different Age Grade Nonelite Rugby Union Teams
Kevin Smith, Con Burns, Cian O’Neill, Noreen Quinn, John D. Duggan, Nick Winkelman, Matthew Wilkie, and Edward K. Coughlan
The coach–athlete dyad is complex where both parties can often have contrasting perceptions of each other. The purpose of this research was to examine coaching behaviors and perceptions of the coach–athlete relationship across different age grades of rugby football union. Coaches (n = 5) and athletes (n = 78) from three separate rugby union teams (Child, Adolescent, and Adult) had their training sessions (n = 3) analyzed using the Coach Analysis and Intervention System. Athlete perceptions of their coaches’ behaviors were measured via the Coaching Behavior Scale for Sport, while coach perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire. Prescriptive coaching styles were observed in all coaches as Coach Analysis and Intervention System results showed high levels of explicit behaviors: “instruction,” “direct management,” and “feedback.” All coaches utilized similar time proportions within sessions for Coach Analysis and Intervention System “Practice,” “Playing,” and “Management” states, respectively. Questionnaire results revealed positive perceptions between coaches and athletes for all teams. Despite positive bidirectional relationships, the prescriptive coaching style displayed by all coaches may not align to best coaching practice. Development of a coach’s behaviors, training content, and perceptions through coach education has the potential to enhance their athletes’ sporting experience, athletic development, and sport-specific competencies.
