Browsing by Author "Basson, Jacques"

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    Coaching and skill profiles of mini-rugby coaches and players in the Western Cape, South Africa
    (Stellenbosch : Stellenbosch University, 2017-12) Basson, Jacques; Kraak, Wilbur; van Deventer, Karel; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT : The optimal development of mini-rugby players demands a substantiated, ageappropriate training programme, as well as good quality coaching and a structured methodology. However, due to a lack of qualified, experienced rugby coaches in the Western Cape Province primary schools, South Africa, the coaching of mini-rugby is often lacking and neglected. The first objective of this study was to compile a profile of mini-rugby coaches in the Western Cape Province, South Africa with the aim of establishing the coaches’ experience in playing and coaching rugby, their coaching education and training, and their feelings of efficacy in terms of developing mini-rugby players. The second objective was to determine the effect of a skills intervention programme on the skill level of mini-rugby players with the purpose of investigating the impact of an organised and substantiated practice plan on the skill development of players. This thesis followed a research article format. Article one will address the first objective of the study. The first major finding of this study was that the majority of coaches (51%) did not have any form of rugby coaching qualification. When this number was combined with the number of coaches who only had a World Rugby level one qualification, which does not require any assessment, it showed that a disturbing 84% of the coaches either did not have any form of coaching training or were not assessed on their knowledge of, or their ability to coach rugby. Furthermore, a significant number of the coaches did not feel efficacious in their coaching (23%) and did not believe that they were optimally developing the skills of the players (29%). The findings highlight an unfavourable situation where untrained and inexperienced individuals coach mini-rugby, which has important practical implications for rugby administrators, developers of coaching education courses, players, as well as the game itself. Article two addressed the second objective of the study. The experimental group, when compared to the control group, showed significant improvements (p<0.05) in five of the six skills (e.g. passing, catching, picking up the ball, tackling and taking the ball into contact). Although the control group improved in three of the skills, the improvements were not significant (p>0.05). Considering the results, it can be concluded that the specific skills intervention programme significantly enhanced the skill level of the mini-rugby players. Furthermore, the study highlighted the importance of appropriate coach education and training, as well as the value of a well-structured and substantiated training programme in the quest for players’ skill development. By investigating the coaching and skill profiles of mini-rugby coaches and players respectively, coaches and other relevant role players will be able to make more informed decisions regarding the coaching of mini-rugby and the development of mini-rugby players. An obvious recommendation would be that all coaches must be educated and trained to coach rugby and that a coaching education course designed specifically for mini-rugby will aid in preparing individuals to successfully coach mini-rugby and raising their confidence to do so. Another recommendation would be that all practice plans need to be wellstructured to incorporate age-appropriate activities, suitable progressions, as well as the element of play and fun.