Attitudes, behaviours and learning resources of amateur rugby union coaches and players towards the ruck event during training and match play
| dc.contributor.advisor | Kraak, Wilbur Julio | en_ZA |
| dc.contributor.advisor | Parmar, Nimai | en_ZA |
| dc.contributor.author | Brooks, Michael | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Medical and Health Sciences. Dept. of Exercise, Sport and Lifestyle Medication. | en_ZA |
| dc.date.accessioned | 2024-02-19T03:30:51Z | |
| dc.date.accessioned | 2024-04-27T01:33:11Z | |
| dc.date.available | 2024-02-19T03:30:51Z | |
| dc.date.available | 2024-04-27T01:33:11Z | |
| dc.date.issued | 2024-03 | |
| dc.description | Thesis ( M Sport Sc)--Stellenbosch University, 2024. | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Rugbyunie, algemeen bekend as rugby, is 'n dinamiese en fisies veeleisende span sport met 'n ryk geskiedenis en 'n wêreldwye aanhang. Dit spog met meer as 9.2 miljoen spelers en boei die harte van meer as 344 miljoen toegewyde aanhangers wêreldwyd. Een van die sleutel elemente in rugby is die losskrum, 'n kritieke fase van die spel waar spelers op hul voete meeding vir die bal terwyl dit op die grond is. Dit behels spelers van beide spanne wat kontak maak oor die bal, terwyl hulle probeer besit verkry. Sukses in die bestuur van die losskrum kan die uitkoms van 'n wedstryd beïnvloed, wat spanne in staat stel om momentum te verskuif en oorheersing oor hulle teenstanders uit te oefen. Dus, die losskrumgebeurtenis kom na vore as 'n gebied van uiterste belang vir spelers, afrigters en skeidsregters. In hierdie konteks word die houdings, gedrag en leermiddels van amateur rugby afrigters en spelers met betrekking tot die losskrumgebeurtenis kritieke faktore wat die ontwikkeling en sukses van die sport beïnvloed. Om te verstaan hoe hierdie individue die losskrum waarneem en daarmee omgaan, hou belangstelling in vir sleutel rugbybelanghebbendes en dra implikasies vir die gebied van rugby afrigting en spelerontwikkeling in. Hierdie studie ondersoek die houdings, gedrag en leermiddels van amateur rugby afrigters en spelers in Suid-Afrika, met 'n spesifieke fokus op die losskrumgebeurtenis. In erkenning van die kritieke rol van losskrums in rugby, 'n sport gekenmerk deur sy fisiese en strategiese kompleksiteit, bied die studie noodsaaklike insigte in afrigtingsmetodologieë, spelerontwikkeling en beseringsvoorkomingsstrategieë. Die eerste doel van die studie was om 'n bestaande vraelys deur Hendricks et al. (2012 & 2020) wat gefokus het op die duikslaggebeurtenis aan te pas om by die fokus van die huidige studie in te pas. Die tweede doel was om die geldigheid en betroubaarheid van die aangepaste vraelys wat die houdings, gedrag en leermiddels van amateur rugby afrigters en spelers teenoor die losskrumgebeurtenis meet, te beoordeel. Die derde doel was om die aangepaste vraelys, wat die houdings, gedrag en leermiddels van Suid-Afrikaanse amateur rugby afrigters en spelers teenoor die losskrumgebeurtenis in rugby meet, toe te dien. Hierdie tesis volg 'n navorsingsartikelformaat met die eerste navorsingsartikel wat die eerste en tweede doel van die studie aanspreek. Hierdie deel van die studie was noodsaaklik, met fokus op die aanpassing, validering en betroubaarheidstoetsing van die vraelys. Hierdie proses het 'n uitgebreide literatuuroorsig, besprekings met rugbykenners en 'n streng validerings- en betroubaarheidsproses ingesluit, insluitend 'n deskundigepaneeloorsig en toets-hertoets van die vraelys vir betroubaarheidsdoeleindes. Die vraelys se hoë Intraklas Korrelasiekoëffisiënt (ICC) tellings, 0.88 vir afrigters en 0.71 vir spelers, het sy betroubaarheid bevestig. Navorsingsartikel twee het die derde doel van die studie aangespreek, deur sleutelresultate en besprekings te bied. Die studie het geopenbaar dat 75% van oorwegend manlike afrigters (99%) die belangrikheid van die bemeestering van behoorlike losskrumtegnieke beklemtoon het, noodsaaklik beide vir die wen van besit (78% van afrigters) en die voorkoming van beserings (81% van afrigters). Afrigters het berig dat hulle aansienlike tyd bestee aan die opleiding van losskrumvaardighede, met ’n fokus op liggaamsposisionering (53% van afrigters) en besluitneming (73% van afrigters). 'n Statistiese beduidendheid in afrigters se rol met betrekking tot die intensiteit van buiteseisoen opleiding (p = 0.04), voorkeur vir lewendige losskrum in 'n 2 vs. 2 rooster (p < 0.01), en 'n fokus op voetwerk voor die losskrum (p = 0.02) is gesien. Beduidende verskille is ook geïdentifiseer in die voorkeurleerkeuses van Wêreld Rugby Vlak 3 afrigters in vergelyking met afrigters met ander kwalifikasies (p = 0.04). Wêreld Rugby Vlak 3 afrigters het 'n voorkeur getoon vir werkswinkels, afrigtingsklinieke, interaksie met ander afrigters en individuele demonstrasies. In teenstelling hiermee, het afrigters met ander kwalifikasies (p = 0.02) 'n neiging getoon om deur mediakanale te leer, insluitend sosialemediaplatforms. Afrigters het ook sterk klem gelê op voortdurende leer en die aanpassing van afrigtingstrategieë, met staatmaak op een-tot-een mondelinge onderrig (83%) en digitale mediabronne, soos die internet (74%), uitgesaai wedstryde (69%), en sportprogramme (78%). Navorsingsartikel drie het die derde doel van die studie aangespreek, insigte van spelers verskaf, met 78% wat die losskrum as 'n noodsaaklike spelelement geïdentifiseer het. Spelers het die bemeestering van losskrumtegnieke vir 'n mededingende voordeel (86% van spelers) en beseringsvoorkoming (80% van spelers) beklemtoon. 'n Statisties beduidende bevinding het gevind dat die meer ervare spelers 'n voorkeur getoon het vir 10 of meer sessies (p = 0.04) in die buiteseisoen in vergelyking met die onervare spelers. Hulle voorkeurleermetodes het ingesluit een-tot-een mondelinge onderrig (88% van spelers) en selfrefleksie (90% van spelers), met 'n sterk neiging na visuele en ervaringsleer, soos om videomateriaal van wedstryde te hersien (91% van spelers) en deelname aan op-die-veld demonstrasies (98% van spelers). Nog 'n statisties beduidende bevinding was dat die meer ervare spelers 'n voorkeur getoon het vir volkontakpraktykwedstryde (p = 0.05) vir beseringsvoorkoming en die verbetering van losskrumvertoning teenoor onervare spelers. Die meer ervare spelers het ook 'n voorkeur getoon vir “Dryf en nie duik in die losskrum nie” (p = 0.03) tydens die opleiding van losskrumtegniek in vergelyking met die onervare spelers. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | xvii, 208 pages : illustrations | |
| dc.identifier.uri | https://scholar.sun.ac.za/handle/10019.1/130656 | |
| dc.language.iso | en | |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject.lcsh | Rugby football -- Training | en_ZA |
| dc.subject.lcsh | Rugby football coaches -- Knowledge and learning | en_ZA |
| dc.subject.lcsh | Amateurism | en_ZA |
| dc.subject.lcsh | Rugby football coaches -- Attitudes | en_ZA |
| dc.subject.lcsh | Rugby football players -- Knowledge and learning | en_ZA |
| dc.subject.lcsh | Rugby football players -- Attitudes | en_ZA |
| dc.subject.lcsh | Rugby football players -- Behavior | en_ZA |
| dc.subject.lcsh | Rugby football coaches -- Behavior | en_ZA |
| dc.subject.lcsh | Rugby football players | en_ZA |
| dc.subject.lcsh | Ball games | en_ZA |
| dc.subject.name | UCTD | |
| dc.title | Attitudes, behaviours and learning resources of amateur rugby union coaches and players towards the ruck event during training and match play | en_ZA |
| dc.type | Thesis | en_ZA |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- brooks_attitudes_2024.pdf
- Size:
- 3.58 MB
- Format:
- Adobe Portable Document Format
- Description: