A multidimensional approach to identifying the physical qualities of male English regional academy rugby union players; considerations of position, chronological age, relative age and maturation.

Interpreting the physical qualities of youth athletes is complex due to the effects of growth, maturation and development. This study aimed to evaluate the effect of position, chronological age, relative age and maturation on the physical qualities of elite male academy rugby union players. 1,424 participants (n = 2,381 observations) from nine Rugby Football Union regional academies prospectively completed a physical testing battery at three time points, across three playing seasons. Anthropometrics, body composition, muscular power, muscular strength, speed, aerobic capacity and running momentum were assessed. Positional differences were identified for all physical qualities. The largest effect sizes were observed for the associations between chronological age (d = 0.65-0.73) and maturation (d = -0.77 to -0.69) and body mass related variables (i.e. body mass and running momentum). Relative strength, maximum velocity and aerobic capacity were the only models to include two fixed effects with all other models including at least three fixed effects (i.e. position and a combination of chronological age, relative age and maturation). These findings suggest a multidimensional approach considering position, chronological age, relative age and maturation is required to effectively assess the physical qualities of male age grade rugby union players. Therefore practitioners should use regression equations rather than traditional descriptive statistic tables to provide individualised normative comparisons thus enhancing the application of testing results for talent identification and player development.Highlights Practitioners should record and incorporate position, chronological age, relative age and maturation into the physical evaluation of elite academy rugby union players.The regression equations provided within this study offer highly generalisable comparative values that are specific to a players chronological and biological development.Through the use of enhanced player evaluation practitioners will be able to make more informed decisions surrounding talent identification and athlete development.

The effect of rugby training on indirect markers of gut permeability and gut damage in academy level rugby players.

PURPOSE: To assess indirect markers of intestinal endothelial cell damage and permeability in academy rugby players in response to rugby training at the beginning and end of preseason. METHODS: Blood and urinary measures (intestinal fatty acid binding protein and lactulose:rhamnose) as measures of gastrointestinal cell damage and permeability were taken at rest and after a standardised collision-based rugby training session in 19 elite male academy rugby players (age: 20 ± 1 years, backs: 89.3 ± 8.4 kg; forwards: 111.8 ± 7.6 kg) at the start of preseason. A subsample (n = 5) repeated the protocol after six weeks of preseason training. Gastrointestinal symptoms (GIS; range of thirteen standard symptoms), aerobic capacity (30-15 intermittent fitness test), and strength (1 repetition maximum) were also measured. RESULTS: Following the rugby training session at the start of preseason, there was an increase (median; interquartile range) in intestinal fatty acid binding protein (2140; 1260-2730 to 3245; 1985-5143 pg/ml, p = 0.003) and lactulose:rhamnose (0.31; 0.26-0.34 to 0.97; 0.82-1.07, p < 0.001). After six weeks of preseason training players physical qualities improved, and the same trends in blood and urinary measures were observed within the subsample. Overall, the frequency and severity of GIS were low and not correlated to markers of endothelial damage. CONCLUSIONS: Rugby training resulted in increased intestinal endothelial cell damage and permeability compared to rest. A similar magnitude of effect was observed after six weeks of pre-season training. This was not related to the experience of GIS.

Jump Training in Rugby Union Players: Barbell or Hexagonal Bar?

ABSTRACT: Weakley, JJS, Till, K, Read, DB, Leduc, C, Roe, GAB, Phibbs, PJ, Darrall-Jones, J, and Jones, B. Jump training in rugby union players: barbell or hexagonal bar?. J Strength Cond Res 35(3): 754-761, 2021-The countermovement jump (CMJ) is an exercise that can develop athletic performance. Using the conventional barbell (BAR) and hexagonal barbell (HEX) while jumping, the intensity can be increased. However, the bar that provides greater adaptations is unknown. Therefore, this study aimed to assess changes in loaded and unloaded CMJ with either a BAR or HEX across a 4-week mesocycle in rugby union players. Twenty-nine subjects were strength-matched and randomized into 2 groups. Subjects completed 3 sets of CMJ at 20% of 1 repetition maximum back squat, 3 times per week for 4 weeks, using either a BAR or HEX. Subjects completed an unloaded CMJ on a force plate before and after, whereas the highest peak concentric velocity during the jump squat was recorded in the first and last training sessions using a linear position transducer. Magnitude-based inferences assessed meaningful changes within- and between-groups. Possibly greater improvements in unloaded CMJ were found in the HEX group in jump height (effect size ± 90% confidence intervals: 0.27 ± 0.27), relative peak (0.21 ± 0.23), and mean power (0.32 ± 0.36). In addition, likely to very likely greater improvements were observed in the HEX group in peak velocity (0.33 ± 0.27), relative mean power (0.53 ± 0.30), mean force (0.47 ± 0.27), and 100-ms impulse (0.60 ± 0.48). Similar raw changes in jump squat peak velocity occurred (0.20-0.25 m·s-1), despite the likely greater ES occurring with the BAR (0.32 ± 0.26). These results indicate that training with the HEX leads to superior unloaded CMJ adaptations. In addition, practitioners should use either the HEX or BAR when aiming to enhance loaded jump ability.

The Frequency and Intensity of Representative and Nonrepresentative Late Adolescent Team-Sport Athletes' Training Schedules.

ABSTRACT: Scantlebury, S, Till, K, Sawczuk, T, Dalton-Barron, N, Phibbs, P, and Jones, B. The frequency and intensity of representative and nonrepresentative late adolescent team-sport athletes' training schedules. J Strength Cond Res 35(12): 3400-3406, 2021-This study aimed to identify and compare the training frequency and intensity (via session rating of perceived exertion load [sRPE load]) of representative and nonrepresentative late adolescent athletes. Thirty-six team sport athletes completed a web-based questionnaire daily over an 8-month period, reporting their training/match activities from the previous day. Athletes were categorized as representative (academy/county/international) or nonrepresentative (club/school) depending on the highest level of their sport they participated. Mean weekly frequencies and sRPE load of different training/match activities were quantified for each athlete across 5 school terms. Mann-Whitney U tests established the significance of differences and effect sizes between playing standards for mean weekly frequencies and mean sRPE load. Within-athlete weekly sRPE loads were highly variable for both playing standards; however, representative level athletes participated in significantly more activity outside of school compared with nonrepresentative athletes during November-December (effect size; 0.43-club technical training; 0.36-club matches), January-February (effect size; 0.78-club technical training; 0.75-club matches), and February-March (effect size; 0.63-club technical training; 0.44-club matches). Therefore, club and school coaches must ensure that all elements of representative athletes training schedules are coordinated and flexible to promote positive adaptions to training such as skill and physical development and prevent maladaptive responses such as overuse injury and nonfunctional overreaching. A cooperative and malleable training schedule between club/school coaches and the athlete will allow the athlete to perform on multiple fronts while also being able to meet the demands of additional stressors such as schoolwork.

Show Me, Tell Me, Encourage Me: The Effect of Different Forms of Feedback on Resistance Training Performance.

Weakley, J, Wilson, K, Till, K, Banyard, H, Dyson, J, Phibbs, P, Read, D, and Jones, B. Show me, tell me, encourage me: The effect of different forms of feedback on resistance training performance. J Strength Cond Res 34(11): 3157-3163, 2020-When performing resistance training, verbal kinematic feedback and visual kinematic feedback are known to enhance performance. In addition, providing verbal encouragement can assist in the attenuation of fatigue. However, the effects of these forms of feedback have never been compared. Consequently, this study aimed to quantify the effects of verbal kinematic feedback and visual kinematic feedback, and verbal encouragement on barbell velocity during the back squat. Furthermore, changes in performance were related to individual-reported conscientiousness. Twelve semiprofessional rugby union players volunteered to participate in the study that consisted of the subjects completing a set of the barbell back squat across 4 conditions (i.e., no-feedback [control], verbal feedback of kinematic information [verbal], visual feedback of kinematic information [visual], and verbal encouragement [encouragement]). In addition, participants completed a questionnaire before the study to assess conscientiousness. Magnitude-based inferences were used to assess differences between conditions, whereas Spearman's rank correlation coefficient was used to assess relationships between conscientiousness and changes in barbell velocity. All 3 forms of feedback showed almost certain improvements in barbell velocity, while differences between interventions were likely to very likely trivial. Changes in barbell velocity showed small to large inverse relationships with conscientiousness. These findings suggest that practitioners should supply kinematic feedback (verbally or visually) or, when technology is not available, provide athletes with encouraging statements while resistance training. Verbal encouragement may be of greatest benefit for individuals who demonstrate low levels of conscientiousness. Given these findings, practitioners are advised to use either technology or verbal encouragement to manipulate acute training outcomes.

Applied Sport Science for Male Age-Grade Rugby Union in England.

Rugby union (RU) is a skill-collision team sport played at junior and senior levels worldwide. Within England, age-grade rugby governs the participation and talent development of youth players. The RU player development pathway has recently been questioned, regarding player performance and well-being, which sport science research can address. The purpose of this review was to summarise and critically appraise the literature in relation to the applied sport science of male age-grade RU players in England focussing upon (1) match-play characteristics, (2) training exposures, (3) physical qualities, (4) fatigue and recovery, (5) nutrition, (6) psychological challenges and development, and (7) injury. Current research evidence suggests that age, playing level and position influence the match-play characteristics of age-grade RU. Training exposures of players are described as 'organised chaos' due to the multiple environments and stakeholders involved in coordinating training schedules. Fatigue is apparent up to 72 h post match-play. Well-developed physical qualities are important for player development and injury risk reduction. The nutritional requirements are high due to the energetic costs of collisions. Concerns around the psychological characteristics have also been identified (e.g. perfectionism). Injury risk is an important consideration with prevention strategies available. This review highlights the important multi-disciplinary aspects of sport science for developing age-grade RU players for continued participation and player development. The review describes where some current practices may not be optimal, provides a framework to assist practitioners to effectively prepare age-grade players for the holistic demands of youth RU and considers areas for future research.

The Effects of Superset Configuration on Kinetic, Kinematic, and Perceived Exertion in the Barbell Bench Press.

Weakley, JJS, Till, K, Read, DB, Phibbs, PJ, Roe, G, Darrall-Jones, J, and Jones, BL. The effects of superset configuration on kinetic, kinematic, and perceived exertion in the barbell bench press. J Strength Cond Res 34(1): 65-72, 2020-Training that is efficient and effective is of great importance to an athlete. One method of improving efficiency is by incorporating supersets into resistance training routines. However, the structuring of supersets is still unexplored. Therefore, the purpose of this study was to assess the effects of agonist-antagonist (A-A), alternate peripheral (A-P), and similar biomechanical (SB) superset configurations on rate of perceived exertion (RPE), kinetic and kinematic changes during the bench press. Ten subjects performed resistance training protocols in a randomized-crossover design, with magnitude-based inferences assessing changes/differences within and between protocols. Changes in rate of perceived exertion were very likely and almost certainly greater in the A-P and SB protocols when compared with the A-A, whereas all superset protocols had very likely to almost certain reductions in mean velocity and power from baseline. Reductions in mean velocity and power were almost certainly greater in the SB protocol, with differences between the A-A and A-P protocols being unclear. Decreases in peak force were likely and almost certain in the A-A and SB protocols respectively, with changes in A-P being unclear. Differences between these protocols showed likely greater decreases in SB peak forces when compared to A-A, with all other superset comparisons being unclear. This study demonstrates the importance of exercise selection when incorporating supersets into a training routine. It is suggested that the practitioner uses A-A supersets when aiming to improve training efficiency and minimize reductions in kinetic and kinematic output of the agonist musculature while completing the barbell bench press.

Strength and Conditioning Practices in Adolescent Rugby Players: Relationship With Changes in Physical Qualities.

Weakley, JJS, Till, K, Darrall-Jones, J, Roe, GAB, Phibbs, PJ, Read, DB, and Jones, BL. Strength and conditioning practices in adolescent rugby players: relationship with changes in physical qualities. J Strength Cond Res 33(9): 2361-2369, 2019-Adolescent rugby players benefit from the implementation of resistance training. However resistance training practices and how they influence short-term physical change is unknown. Therefore, the purpose of this study was to quantify resistance training practices, evaluate physical development, and relate these changes to resistance training variables across 12 weeks in adolescent rugby union players. Thirty-five male adolescent rugby union players participated in the study with subjects completing an anthropometric and physical testing battery before and after a 12-week in-season mesocycle. Subjects recorded resistance training frequency, exercises, repetitions, load, minutes, and rating of perceived exertion for each session using weekly training diaries during the 12-week period. Paired sample t tests and Cohen's d effect sizes were used to assess change, whereas Pearson correlation coefficients assessed relationships between variables. Resistance training practices were variable, although significant (p ≤ 0.05) improvements in body mass, countermovement jump (CMJ) height, front squat, bench press, and chin-up strength were observed. Resistance training volume load had moderate to strong relationships with changes in CMJ (r = 0.71), chin up (r = 0.73), and bench press (r = 0.45). Frequency of upper and lower-body compound exercises had significant moderate to large relationships with changes in CMJ (r = 0.68), chin up (r = 0.65), and bench press (r = 0.41). Across a 12-week in-season period, adolescent rugby union players have varying resistance training practices, although anthropometric and physical characteristics seem to improve. Given the observed relationships, increased volume loads through the implementation of free-weight compound exercises could be an effective method for improving physical qualities in young rugby players.

Visual Feedback Attenuates Mean Concentric Barbell Velocity Loss and Improves Motivation, Competitiveness, and Perceived Workload in Male Adolescent Athletes.

Weakley, JJS, Wilson, KM, Till, K, Read, DB, Darrall-Jones, J, Roe, GAB, Phibbs, PJ, and Jones, B. Visual feedback attenuates mean concentric barbell velocity loss and improves motivation, competitiveness, and perceived workload in male adolescent athletes. J Strength Cond Res 33(9): 2420-2425, 2019-It is unknown whether instantaneous visual feedback of resistance training outcomes can enhance barbell velocity in younger athletes. Therefore, the purpose of this study was to quantify the effects of visual feedback on mean concentric barbell velocity in the back squat and to identify changes in motivation, competitiveness, and perceived workload. In a randomized-crossover design (Feedback vs. Control), feedback of mean concentric barbell velocity was or was not provided throughout a set of 10 repetitions in the barbell back squat. Magnitude-based inferences were used to assess changes between conditions, with almost certainly greater differences in mean concentric velocity between the Feedback (0.70 ± 0.04 m·s) and Control (0.65 ± 0.05 m·s) observed. In addition, individual repetition mean concentric velocity ranged from possibly (repetition number 2: 0.79 ± 0.04 vs. 0.78 ± 0.04 m·s) to almost certainly (repetition number 10: 0.58 ± 0.05 vs. 0.49 ± 0.05 m·s) greater when provided feedback, whereas almost certain differences were observed in motivation, competitiveness, and perceived workload, respectively. Providing adolescent male athletes with visual kinematic information while completing resistance training is beneficial for the maintenance of barbell velocity during a training set, potentially enhancing physical performance. Moreover, these improvements were observed alongside increases in motivation, competitiveness, and perceived workload providing insight into the underlying mechanisms responsible for the performance gains observed. Given the observed maintenance of barbell velocity during a training set, practitioners can use this technique to manipulate training outcomes during resistance training.

Validity of Retrospective Session Rating of Perceived Exertion to Quantify Training Load in youth Athletes.

Scantlebury, S, Till, K, Sawczuk, T, Phibbs, P, and Jones, B. Validity of retrospective session rating of perceived exertion to quantify training load in youth athletes. J Strength Cond Res 32(7): 1975-1980, 2018-Youth athletes frequently participate in multiple sports or for multiple teams within the same sport. To optimize player development and minimize undesirable training outcomes (e.g., overuse injuries), practitioners must be cognizant of an athlete's training load within and outside their practice. This study aimed to establish the validity of a 24-hour (s-RPE24) and 72-hour (s-RPE72) recall of session rating of perceived exertion (s-RPE) against the criterion measure of s-RPE collected 30 minutes' post training (s-RPE30). Thirty-eight adolescent athletes provided a s-RPE30 following the first field based training session of the week. Approximately 24 hours later subjects were asked to recall the intensity and duration of the previous days training. The following week subjects once again provided an s-RPE30 measure after training before recalling the intensity and duration of the session approximately 72 hours later. A nearly perfect correlation (0.98 [0.97-0.99]) was found between s-RPE30 and s-RPE24, with a small typical error of estimate (TEE; 8.3% [6.9-10.5]) and trivial mean bias (-1.1% [-2.8 to 0.6]). Despite a large correlation between s-RPE30 and s-RPE72 (0.73 [0.59-0.82]) and a trivial mean bias (-0.2% [-6.8 to 6.8]), there was a large TEE (35.3% [29.6-43.9]). s-RPE24 provides a valid measure of retrospectively quantifying s-RPE; however, the large error associated with s-RPE72 suggests that it is not a suitable method for monitoring training load in youth athletes.

The Physical Characteristics of Specific Phases of Play During Rugby Union Match Play.

PURPOSE: To quantify the frequencies and timings of rugby union match-play phases (ie, attacking, defending, ball in play [BIP], and ball out of play [BOP]) and then compare the physical characteristics of attacking, defending, and BOP between forwards and backs. METHODS: Data were analyzed from 59 male rugby union academy players (259 observations). Each player wore a microtechnology device (OptimEye S5; Catapult, Melbourne, Australia) with video footage analyzed for phase timings and frequencies. Dependent variables were analyzed using a linear mixed-effects model and assessed with magnitude-based inferences and Cohen d effect sizes (ES). RESULTS: Attack, defense, BIP, and BOP times were 12.7 (3.1), 14.7 (2.5), 27.4 (2.9), and 47.4 (4.1) min, respectively. Mean attack (26 [17] s), defense (26 [18] s), and BIP (33 [24] s) phases were shorter than BOP phases (59 [33] s). The relative distance in attacking phases was similar (112.2 [48.4] vs 114.6 [52.3] m·min-1, ES = 0.00 ± 0.23) between forwards and backs but greater in forwards (114.5 [52.7] vs 109.0 [54.8] m·min-1, ES = 0.32 ± 0.23) during defense and greater in backs during BOP (ES = -0.66 ± 0.23). CONCLUSIONS: Total time in attack, defense, and therefore BIP was less than BOP. Relative distance was greater in forwards during defense, whereas it was greater in backs during BOP and similar between positions during attack. Players should be exposed to training intensities from in-play phases (ie, attack and defense) rather than whole-match data and practice technical skills during these intensities.

Bigger, stronger, faster, fitter: the differences in physical qualities of school and academy rugby union players.

Limited research has compared the physical qualities of adolescent rugby union (RU) players across differing playing standards. This study therefore compared the physical qualities of academy and school Under-18 RU players. One-hundred and eighty-four (professional regional academy, n = 55 school, n = 129) male RU players underwent a physical testing battery to quantify height, body mass, strength (bench press and pull-up), speed (10, 20 and 40 m), 10 m momentum (calculated; 10 m velocity * body mass) and a proxy measure of aerobic fitness (Yo-Yo Intermittent Recovery Test Level 1; IRTL1). The practical significance of differences between playing levels were assessed using magnitude-based inferences. Academy players were taller (very likely small), heavier (likely moderate) and stronger (bench press possibly large; pull-up plus body mass likely small) than school players. Academy players were faster than school players over 20 and 40 m (possibly and likely small), although differences in 10 m speed were not apparent (possibly trivial). Academy players displayed greater 10 m momentum (likely moderate) and greater IRTL1 performance (likely small) than school players. These findings suggest that body size, strength, running momentum, 40 m speed and aerobic fitness contribute to a higher playing standard in adolescent rugby union.

Organized Chaos in Late Specialization Team Sports: Weekly Training Loads of Elite Adolescent Rugby Union Players.

Phibbs, PJ, Jones, B, Roe, G, Read, DB, Darrall-Jones, J, Weakley, J, Rock, A, and Till, K. Organized chaos in late specialization team sports: weekly training loads of elite adolescent rugby union players. J Strength Cond Res 32(5): 1316-1323, 2018-The aim of this study was to quantify the mean weekly training load (TL) of elite adolescent rugby union players participating in multiple teams and examine the differences between playing positions. Twenty elite male adolescent rugby union players (17.4 ± 0.7 years) were recruited from a regional academy and categorized by playing position: forwards (n = 10) and backs (n = 10). Global positioning system and accelerometer microtechnology was used to quantify external TL, and session rating of perceived exertion (sRPE) was used to quantify internal TL during all sessions throughout a 10-week in-season period. A total of 97 complete observations (5 ± 3 weeks per participant) were analyzed, and differences between positions were assessed using Cohen's d effect sizes (ES) and magnitude-based inferences. Mean weekly sRPE was 1,217 ± 364 arbitrary units (AU) (between-subject coefficient of variation [CV] = 30%), with a total distance (TD) of 11,629 ± 3,445 m (CV = 30%), and PlayerLoad (PL) of 1,124 ± 330 AU (CV = 29%). Within-subject CV ranged between 5 and 78% for sRPE, 24 and 82% for TD, and 19 and 84% for PL. Mean TD (13,063 ± 3,933 vs. 10,195 ± 2,242 m) and PL (1,246 ± 345 vs. 1,002 ± 279 AU) were both likely greater for backs compared with forwards (moderate ES); however, differences in sRPE were unclear (small ES). Although mean internal TLs and volumes were low, external TLs were higher than previously reported during preseason and in-season periods in senior professional players. Additionally, the large between-subject and within-subject variation in weekly TL suggests that players participate in a chaotic training system.

The Same Story or a Unique Novel? Within-Participant Principal-Component Analysis of Measures of Training Load in Professional Rugby Union Skills Training.

PURPOSE: To identify which combination metrics of external and internal training load (TL) capture similar or unique information for individual professional players during skills training in rugby union using principal-component (PC) analysis. METHODS: TL data were collected from 21 male professional rugby union players across a competitive season. This included PlayerLoad™, total distance, and individualized high-speed distance (>61% maximal velocity; all external TL) obtained from a microtechnology device (OptimEye X4; Catapult Innovations, Melbourne, Australia) that was worn by each player and the session rating of perceived exertion (RPE) (internal TL). PC analysis was conducted on each individual to extract the underlying combinations of the 4 TL measures that best describe the total information (variance) provided by the measures. TL measures with PC loadings (PCL) above 0.7 were deemed to possess well-defined relationships with the extracted PC. RESULTS: The findings show that from the 4 TL measures, the majority of an individual's TL information (first PC: 55-70%) during skills training can be explained by session RPE (PCL: 0.72-0.95), total distance (PCL: 0.86-0.98), or PlayerLoad (PCL: 0.71-0.98). High-speed distance was the only variable to relate to the second PC (PCL: 0.72-1.00), which captured additional TL information (+19-28%). CONCLUSIONS: Findings suggest that practitioners could quantify the TL of rugby union skills training with one of PlayerLoad, total distance, or session RPE plus high-speed distance while limiting omitted information of the TL imposed during professional rugby union skills training.

Reliability and Validity of a Medicine Ball-Contained Accelerometer for Measuring Upper-Body Neuromuscular Performance.

Roe, G, Shaw, W, Darrall-Jones, J, Phibbs, PJ, Read, D, Weakley, JJ, Till, K, and Jones, B. Reliability and validity of a medicine ball-contained accelerometer for measuring upper-body neuromuscular performance. J Strength Cond Res 32(7): 1915-1918, 2018-The aim of the study was to assess the between-day reliability and validity of a medicine ball-contained accelerometer (MBA) for assessing upper-body neuromuscular performance during a throwing task. Ten professional rugby union players partook in the study. Between-day reliability was assessed from the best score attained during 2 sets of 3 throws, on 2 testing occasions separated by 7 days. Validity was assessed against a criterion measure (Optioelectronic system) during 75 throws from a subgroup of 3 participants. The MBA exhibited a small between-day error of 2.2% (90% confidence intervals; 2.0-4.6%) and an almost perfect relationship with a criterion measure (r = 0.91 [90% CIs; 0.87-0.94]). However, the mean bias and standard error were moderate (7.9% [90% CIs; 6.6-9.2%] and 4.9% [90% CIs; 4.2-5.7%], respectively). Practitioners using an MBA to assess neuromuscular performance of the upper body must take into account the overestimation and error associated with such assessment with respect to a criterion measure. However, as the error associated with between-day testing was small and testing is easy to implement in applied practice, an MBA may provide a useful tool for monitoring upper-body neuromuscular performance over time.

The organised chaos of English adolescent rugby union: Influence of weekly match frequency on the variability of match and training loads.

The aims of this study were to determine the variability of weekly match and training loads in adolescent rugby union players across a competitive season, and to investigate the effect of match frequency on load distribution across different activities. Internal match and training load data (i.e. session-rating of perceived exertion (sRPE)) were collected daily from 20 players from a regional academy across a 14-week season. Data were analysed using a mixed-effects linear model, and variability was reported as a coefficient of variation (CV). Differences between 0-, 1-, 2-, and 3-match weeks were assessed using Cohen's d effect sizes and magnitude-based inferences. Mean weekly total match and training sRPE load was 1425 ± 545 arbitrary units (AU), with a between-player CV of 10 ± 6% and within-player CV of 37 ± 3%. Mean week-to-week change in total sRPE load was 497 ± 423 AU (35%), and 40% of weekly observations were outside the suggested acute:chronic workload ratio 'safe zone'. Total weekly sRPE loads increased substantially with match frequency (1210 ± 571, 1511 ± 489, and 1692 ± 517 AU, for 0-, 1-, and 2-match weeks, respectively), except for 3-match weeks (1520 ± 442 AU). Weekly match and training loads were highly variable for adolescent rugby players during the competitive season, and match frequency has a substantial effect on the distribution of loads. Therefore, match and training loads should be coordinated, monitored, and managed on an individual basis to protect players from negative training consequences, and to promote long-term athlete development.

The appropriateness of training exposures for match-play preparation in adolescent schoolboy and academy rugby union players.

The aim of this study was to compare the physical and movement demands between training and match-play in schoolboy and academy adolescent rugby union (RU) players. Sixty-one adolescent male RU players (mean ± SD; age 17.0 ± 0.7 years) were recruited from four teams representing school and regional academy standards. Players were categorised into four groups based on playing standard and position: schoolboy forwards (n = 15), schoolboy backs (n = 15), academy forwards (n = 16) and academy backs (n = 15). Global positioning system and accelerometry measures were obtained from training and match-play to assess within-group differences between conditions. Maximum data were analysed from 79 match files across 8 matches (1.3 ± 0.5 matches per participant) and 152 training files across 15 training sessions (2.5 ± 0.5 training sessions per participant). Schoolboy forwards were underprepared for low-intensity activities experienced during match-play, with schoolboy backs underprepared for all movement demands. Academy forwards were exposed to similar physical demands in training to matches, with academy backs similar to or exceeding values for all measured variables. Schoolboy players were underprepared for many key, position-specific aspects of match-play, which could place them at greater risk of injury and hinder performance, unlike academy players who were better prepared.

The physical characteristics of match-play in English schoolboy and academy rugby union.

The aim was to compare the physical characteristics of under-18 academy and schoolboy rugby union competition by position (forwards and backs). Using a microsensor unit, match characteristics were recorded in 66 players. Locomotor characteristics were assessed by maximum sprint speed (MSS) and total, walking, jogging, striding and sprinting distances. The slow component (<2 m · s-1) of PlayerLoadTM (PLslow), which is the accumulated accelerations from the three axes of movement, was analysed as a measure of low-speed activity (e.g., rucking). A linear mixed-model was assessed with magnitude-based inferences. Academy forwards and backs almost certainly and very likely covered greater total distance than school forwards and backs. Academy players from both positions were also very likely to cover greater jogging distances. Academy backs were very likely to accumulate greater PLslow and the academy forwards a likely greater sprinting distance than school players in their respective positions. The MSS, total, walking and sprinting distances were greater in backs (likely-almost certainly), while forwards accumulated greater PLslow (almost certainly) and jogging distance (very likely). The results suggest that academy-standard rugby better prepares players to progress to senior competition compared to schoolboy rugby.

The effects of traditional, superset, and tri-set resistance training structures on perceived intensity and physiological responses.

PURPOSE: Investigate the acute and short-term (i.e., 24 h) effects of traditional (TRAD), superset (SS), and tri-set (TRI) resistance training protocols on perceptions of intensity and physiological responses. METHODS: Fourteen male participants completed a familiarisation session and three resistance training protocols (i.e., TRAD, SS, and TRI) in a randomised-crossover design. Rating of perceived exertion, lactate concentration ([Lac]), creatine kinase concentration ([CK]), countermovement jump (CMJ), testosterone, and cortisol concentrations was measured pre, immediately, and 24-h post the resistance training sessions with magnitude-based inferences assessing changes/differences within/between protocols. RESULTS: TRI reported possible to almost certainly greater efficiency and rate of perceived exertion, although session perceived load was very likely lower. SS and TRI had very likely to almost certainly greater lactate responses during the protocols, with changes in [CK] being very likely and likely increased at 24 h, respectively. At 24-h post-training, CMJ variables in the TRAD protocol had returned to baseline; however, SS and TRI were still possibly to likely reduced. Possible increases in testosterone immediately post SS and TRI protocols were reported, with SS showing possible increases at 24-h post-training. TRAD and SS showed almost certain and likely decreases in cortisol immediately post, respectively, with TRAD reporting likely decreases at 24-h post-training. CONCLUSIONS: SS and TRI can enhance training efficiency and reduce training time. However, acute and short-term physiological responses differ between protocols. Athletes can utilise SS and TRI resistance training, but may require additional recovery post-training to minimise effects of fatigue.

The effect of physical contact on changes in fatigue markers following rugby union field-based training.

Repeated physical contact in rugby union is thought to contribute to post-match fatigue; however, no evidence exists on the effect of contact activity during field-based training on fatigue responses. Therefore, the purpose of this study was to examine the effect of contact during training on fatigue markers in rugby union players. Twenty academy rugby union players participated in the cross-over study. The magnitude of change in upper- and lower-body neuromuscular function (NMF), whole blood creatine kinase concentration [CK] and perception of well-being was assessed pre-training (baseline), immediately and 24 h post-training following contact and non-contact, field-based training. Training load was measured using mean heart rate, session rating of perceived exertion (sRPE) and microtechnology (Catapult Optimeye S5). The inclusion of contact during field-based training almost certainly increased mean heart rate (9.7; ±3.9%) and sRPE (42; ±29.2%) and resulted in likely and very likely greater decreases in upper-body NMF (-7.3; ±4.7% versus 2.7; ±5.9%) and perception of well-being (-8.0; ±4.8% versus  -3.4; ±2.2%) 24 h post-training, respectively, and almost certainly greater elevations in [CK] (88.2; ±40.7% versus 3.7; ±8%). The exclusion of contact from field-based training almost certainly increased running intensity (19.8; ±5%) and distance (27.5; ±5.3%), resulting in possibly greater decreases in lower-body NMF (-5.6; ±5.2% versus 2.3; ±2.4%). Practitioners should be aware of the different demands and fatigue responses of contact and non-contact, field-based training and can use this information to appropriately schedule such training in the weekly microcycle.