Profiling Hormonal Contraceptive Use and Perceived Impact on Training and Performance in a Global Sample of Women Rugby Players.

PURPOSE: The potential impact of hormonal contraceptives (HCs) on player health and performance in women's rugby union (rugby) is not well understood, despite rugby's growing popularity worldwide. This study investigated the prevalence of HC use and reported associations with training and performance in a global sample of women rugby players. METHOD: A globally distributed online survey, seeking to explore experiences in women's rugby, was completed by 1596 current or former adult women 7s or 15s rugby players (mean age 27 [6] y; 7 [5] y playing experience) from 62 countries. The survey included a section of questions about reported HC use, including the type, reason for use, symptoms, and experiences relating to rugby training and performance. RESULTS: A total of 606 (38%) participants from 33 of the 62 (53%) countries reported using HCs, with the combined oral contraceptive pill reported as the most frequently used (44%). Almost half of participants using HCs (43%) tracked HC-related symptoms. Over 10% reported altered rugby performance due to HC-related symptoms, 22% required medication to manage symptoms, and 11% used HCs to control or stop their menstrual periods for rugby training and performance. CONCLUSIONS: The current study highlights the prevalence of HC use in women's rugby, identifying practices that may negatively affect performance, health, and well-being. Thus, there is an urgent need to better understand the motivations for such practices and knowledge of potential side effects among women rugby players across all levels and countries.

A Global Women's Rugby Union Web-Based Survey.

Rugby Union (rugby) is a full-contact team sport characterised by frequent collision events. Over one third (2.7 million) of global rugby participants are women and girls. Yet, most rugby research, laws, and regulations are derived from the men's game with limited transferability to the women's game. This includes research focused on injury and concussion management. Greater insights are urgently required to enable appropriate adaptations and support for all rugby participants. Therefore, this paper presents the protocol for a project that sought to gather insights into the understanding, experiences, and attitudes of players and coaches in women's rugby regarding key issues of concussion, injury, and training for injury prevention, as well as the implications of the menstrual cycle for training and performance. From August 2020 to November 2020, online, open, cross-sectional surveys for players and coaches were distributed globally through rugby governing bodies and women's rugby social media platforms using snowball sampling. Survey responses were recorded anonymously via a GDPR-compliant online survey platform, JISC (jisc.ac.uk, Bristol, England). Participant eligibility included being ≥18 years and either actively playing or coaching women's rugby 15s and/or sevens, or having done so in the past decade, at any level, in any country. To enhance the number and accuracy of responses, the survey was professionally translated into eight additional languages. A total of 1596 participants from 62 countries (27 ± 6 years; 7.5 ± 5.1 years of playing experience) and 296 participants from 37 countries (mean age = 36.64, SD = 9.09, mean experience = 6.53 years, SD = 3.31) completed the players' and coaches' surveys, respectively. Understanding women's participation in and experiences of rugby is important to enable lifelong engagement and enjoyment of the sport and health during and following participation.

Partnership between academics and practitioners - Addressing the challenges in forensic science.

This research discusses the development of academic-practitioner partnerships in forensic science and examines the opinions and experience of those involved in the field. An anonymous online survey was completed by 56 participants who work in the field of forensic science. The questions related to their work experience, their experience of research and partnership, and their opinions on the benefits and barriers that exist. The results were analysed using a mixed methods approach, with quantitative analysis of the responses to closed questions using two-way chi-square statistical analysis, and qualitative analysis of the free text responses using reflexive thematic analysis. This work identifies the demand for partnership, the perceived benefits and barriers that exist, and establishes how the role of the participant (academic, pracademic or practitioner) impacts their view of partnership. We include the term pracademic to mean an individual who has worked as a practitioner and an academic, not necessarily simultaneously. Quantitative analysis identified that there was very little statistically significant difference in the responses between groups. Pracademics considered that 'institutional and cultural' and 'lack of the respect of the other role' were more significant barriers than the other groups. Association was also found between those with greater experience of research and the view that partnership 'improved legitimacy in practice' and 'increased legitimacy of research'. There was also statistical significance in those with more than average experience of partnership who identified 'improved legitimacy in practice' as a benefit of partnership. Reflexive thematic analysis of free text comments identified a need and demand for partnership with three key themes developed as being necessary for successful partnership. These are the 'three 'R's' - the need for effective communication and the development of a Relationship; the Relevance of the partnership to the participants role; and the inclusion of personal Reward such as improved practice or better research.

Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time.

It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.