Browsing by Author "Brooks, Michael"

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    Attitudes, behaviours and learning resources of amateur rugby union coaches and players towards the ruck event during training and match play
    (Stellenbosch : Stellenbosch University, 2024-03 ) Brooks, Michael; Kraak, Wilbur Julio; Parmar, Nimai; Stellenbosch University. Faculty of Medical and Health Sciences. Dept. of Exercise, Sport and Lifestyle Medication.
    ENGLISH ABSTRACT: Rugby union, commonly known as rugby, is a dynamic and physically demanding team sport with a rich history and a global following. It boasts over 9.2 million players and captivates the hearts of more than 344 million avid fans worldwide. One of the key elements in rugby is the ruck event, a critical phase of play where players on their feet compete for the ball while it's on the ground. This involves players from both teams making contact over the ball, trying to gain possession. Success in managing the ruck can sway the outcome of a match, enabling teams to shift momentum and exert dominance over their opponents. Hence, the ruck event emerges as an area of utmost importance for players, coaches, and referees. In this context, the attitudes, behaviours, and learning resources of amateur rugby coaches and players concerning the ruck event become pivotal factors influencing the sport's development and success. Understanding how these individuals perceive and engage with the ruck holds interest for key rugby stakeholders and carries implications for the field of rugby coaching and player development. This study investigates the attitudes, behaviours, and learning resources of amateur rugby coaches and players in South Africa, with a specific focus on the ruck event. Recognising the pivotal role of rucks in rugby, a sport marked by its physicality and strategic complexity, the study offers crucial insights into coaching methodologies, player development, and injury prevention strategies. The first aim of the study was to adapt an existing questionnaire by Hendricks et al. (2012 & 2020) that focused on the tackle event to fit the focus of the current study. The second aim was to assess the validity and reliability of the adapted questionnaire measuring the attitudes, behaviours, and learning resources of amateur rugby coaches and players towards the ruck event. The third aim was to administer the adapted questionnaire that measured the attitudes, behaviours, and learning resources of South African amateur rugby coaches and players towards the ruck event in rugby. This thesis follows a research article format with the first research article addressing the first and second aim of the study. This part of the study was pivotal, focusing on the adaptation, validation, and reliability testing of the questionnaire. This process involved an extensive literature review, discussions with rugby experts, and a rigorous validation and reliability process, including an expert panel review and test-retest of the questionnaire for reliability purposes. The questionnaire's high Intraclass Correlation Coefficient (ICC) scores, 0.88 for coaches and 0.71 for players, confirmed its reliability. Research article two addressed the third aim of the study, presenting key results and discussions. The study revealed that 75% of predominantly male coaches (99%) emphasized the importance of mastering proper ruck techniques, crucial both for winning possession (78% of coaches) and preventing injuries (81% of coaches). Coaches reported dedicating significant time to training ruck skills, with a focus on body positioning (53% of coaches) and decision-making (73% of coaches). A statistical significance in coaches’ role regarding the intensity of off-season training (p = 0.04), preference for live rucking in a 2 vs. 2 grid (p < 0.01), and a focus on footwork before the ruck (p = 0.02) was seen. Significant differences were also identified in the preferred learning choices of World Rugby Level 3 coaches compared to coaches with other qualifications (p = 0.04). World Rugby Level 3 coaches exhibited a preference for workshops, coaching clinics, interaction with other coaches, and individual demonstrations. In contrast, coaches with other qualifications (p = 0.02) leaned towards learning through media channels, including social media platforms. Coaches also placed strong emphasis on continuous learning and adapting coaching strategies, relying on one-on-one verbal instruction (83%) and digital media resources, such as the internet (74%), televised matches (69%), and sports shows (78%). Research article three addressed the third aim of the study, providing insights from players, with 78% identifying the ruck as a vital game component. Players emphasized mastering ruck techniques for a competitive edge (86% of players) and injury prevention (80% of players). A statistically significant finding found that the more experienced players exhibited a preference for 10 or more sessions (p = 0.04) in the off-season compared to the inexperienced players. Their preferred learning methods included one-on-one verbal instruction (88% of players) and self-reflection (90% of players), showing a strong inclination towards visual and experiential learning, like reviewing video footage of matches (91% of players) and participating in on-field demonstrations (98% of players). Another statistically significant finding was that the more experienced players exhibited a preference for full-contact practice matches (p = 0.05) for injury prevention and improving ruck performance to inexperienced players. The more experienced players also showed a preference for “Driving and not diving into the ruck” (p = 0.03) during training rucking technique compared to the inexperienced players. In conclusion, this study enriches rugby research, especially at the amateur level in South Africa, providing a comprehensive understanding of the dynamics of the ruck event, with significant implications for coaching practices and player development. It offers invaluable perspectives for enhancing coaching methods, player performance and safety, and fostering a deeper appreciation of rugby's complexities.