A multidisciplinary investigation into the talent development processes in an English Premiership Rugby Union Academy: A preliminary study through an ecological lens

(1) Background: The progression of youth rugby union (RU) players towards senior professional levels can be the result of various different constraints. The aim of this study was to examine characteristics that differentiated playing positions and player rankings in an English Premiership RU academy. (2) Methods: Thirty players (mean age = 18.5 ± 2.8 years) were divided by playing positions (forwards = 18, backs = 12) and ranked (one to thirty) by coaches based on their potential to achieve senior professional status. Players were analysed across 32 characteristics from eight overreaching factors based on task, environmental, and performer constraints. MANOVA and ANOVA were used to calculate differences among variables in players’ positions (i.e., forwards vs. backs) and ranks (i.e., top 10 vs. bottom 10), with a Welch’s t-test applied to identify individual differences amongst groups and effect sizes calculated. (3) Results: Large effect sizes were found between groups for socioeconomic, sport activity, anthropometric, physical, and psychological factors. Moreover, environmental and performer constraints differentiated playing positions, whereas task and environmental constraints discriminated player ranks. (4) Conclusion: Present findings showed that playing positions and player ranks can be distinguished according to specific constraints

Incentivised physical activity intervention promoting daily steps among university employees in the workplace through a team-based competition

Introduction: The benefits of walking on health and well-being is well established and regarded as the most accessible form of physical activity (PA) that most individuals can incorporate into their lives. Despite the benefits, the impact of a competitive walking intervention combined with a prize incentive in the workplace is yet to be established. The aim of this intervention was to promote PA among university employees through teams-based competition with a prize incentive targeted towards the recommended 10,000 steps per day.Methods: A total of 49 employees participated and formed eight departmental teams ranging from Senior Admin management, Educational & Social work, Nursing & Midwifery, Sport & Exercise, Health Sciences, Admin Assistant, Library, and IT to compete in a walking intervention. Each team was handed an ActiGraph wGT3X-BT from Monday to Friday to record their walking steps. Steps. Post intervention participants completed an open-ended survey to provide their views about the intervention.Results: The ActiGraph findings determined that steps increased by 4,799 per day from daily baseline of 5,959 to 10,758 throughout this intervention. The themes from qualitative data showed that the prize incentive and competitive nature of this intervention has motivated staff to walk more, changed their behaviour, enjoyed the team-based competition, and improved perceived productivity in the workplace.Discussion and conclusion: This intervention increased employees’ daily steps by 4,799 and met the 10,000 steps guideline. The ‘Health Sciences’ team recorded the highest steps 531,342 followed by the ‘Education and Social Work’ accumulating 498,045 steps throughout this intervention. This intervention with prize incentive demonstrated a positive impact on employees personal and work-based outcomes as well as contributed to the workplace PA, health, and wellbeing literature, and more specifically, to the scarce research focused on university settings.</p

Talent identification in an English Premiership rugby union academy: multidisciplinary characteristics of selected and non-selected male under-15 players

Entry into an academy can be a defining moment for a promising young player. The aim of this study was to explore the multidimensional characteristics that differentiated selected and non-selected male under-15 rugby union players at an English Premiership academy. Seventy-four players (mean age 14.6 ± 0.3 years: selected n = 29; non-selected n = 45) were measured across nine characteristics from four overarching factors: (a) anthropometric (n = 2), (b) physiological (n = 5), (c) cognitive (n = 1), and (d) birth quartile. An ANOVA compared differences between groups (selected vs. non-selected), whilst a Welch's t-test and Cohen's d were used for further comparisons. A multivariate logistic regression was also used to predict selection. Results showed significant differences between selected and non-selected players for anthropometric (P = 0.021) and physiological factors (P < 0.001). Moreover, relatively older players were overrepresented with 65% born in the first half of the year, whereas no significant differences were apparent for the cognitive test. More specifically, selected players possessed greater body mass (P = 0.022, d = 0.5) and handgrip strength (P = 0.020, d = 0.5) compared to non-selected players, whilst multivariate analysis showed the 20 m sprint explained 25.4% of the variance (P = 0.001). Overall, it appears selection into an English Premiership rugby union academy may be due to enhanced physical attributes rather than cognitive abilities

The anthropometric, physical, and relative age characteristics of an English Premiership rugby union academy

Long-term athlete development is a primary focus for the England Rugby Football Union (RFU). The purpose of this study was to explore the anthropometric, physical, and relative age characteristics of rugby union academy players based on age group and playing position. Seventy-eight participants were examined for height, body mass, 10 and 20 m sprint, countermovement jump, reactive strength index, aerobic capacity, isometric hip extension, dominant handgrip strength, and birth quartile (BQ) across three age categories (i.e., under-16, under-18, and under-21) and two positions (forwards and backs). ANOVA and Kruskall–Wallis analysis were used to examine differences across each age category and position. TukeyHSD and Dunn’s test with Bonferroni correction was used for further post-hoc analysis. BQ distributions were compared against national norms using chi-square analysis. Results revealed that both older forwards (P=0.005) and backs (P=0.002) had significantly greater body mass, maximal aerobic capacity, and power compared to younger players. However, older forwards had slower 10 m sprint times compared to younger forwards. Moreover, relatively older players were significantly overrepresented across all age groups when compared to relatively younger players. Findings suggest that: (a) players should aim to develop greater parameters of body mass and aerobic capacity; (b) forwards should aim to develop acceleration and strength; (c) backs should aim to develop power and quickness; (d) players need to develop anthropometric and physical qualities and differences are apparent by age and position; and, (e) coaches should consider relative age when recruiting and developing young players

Talent identification and development in male rugby union: a systematic review

The pathway towards expertise in sport has been studied within different contexts. Various methodological approaches have been used in research to explore the processes of talent identification (TID) and talent development (TD) in rugby union (RU). The aim of this study was to critically review the existing literature on TID and TD in RU in order to outline where the existing research lies, identify the most researched topics, and provide updated guidance for coaches, practitioners, and future research. Searches were conducted in the electronic databases PubMed, Web of Science, Scopus, SPORTDiscus, and Google Scholar. The following Boolean combination key words were applied: rugby union, AND, talent identification, talent development, early selection, youth selection, talent transfer, and youth development. This process was carried out in accordance with PRISMA guidelines. Databases provided 382 studies, with a total of 253 articles fully assessed (IRR = 98.6%, k = 0.94), of which a further 234 were excluded (IRR = 97.7%, k = 0.85). Following this screening, 15 articles were added from studies and review citations, resulting in a total of 34 articles included in the review. The ecological dynamics framework was applied to collate factors from the one- and multi-dimensional findings (Sarmento et al., 2018). The most investigated topics were as follows: (1) task constraints: (a) participation history; (2) performer constraints: (a) psychological factors; (b) technical and tactical skills; (c) anthropometric factors; (d) physiological factors; (3) environmental constraints: (a) relative age effects; (b) socio-cultural factors. Practitioners need to consider the players’ anthropometric, physiological, psychological, technical, and tactical profile, when selecting and developing young rugby union players. Further longitudinal mixed-method research is required to provide indications of the success of talent identification and development processes, to gain a better understanding on how these factors can affect selection and long-term progress

Identifying potential high-risk zones for land-derived plastic litter to marine megafauna and key habitats within the North Atlantic

The pervasive use of plastic in modern society has led to plastic litter becoming ubiquitous within the ocean. Land-based sources of plastic litter are thought to account for the majority of plastic pollution in the marine environment, with plastic bags, bottles, wrappers, food containers and cutlery among the most common items found. In the marine environment, plastic is a transboundary pollutant, with the potential to cause damage far beyond the political borders from where it originated, making the management of this global pollutant particularly complex. In this study, the risks of land-derived plastic litter (LDPL) to major groups of marine megafauna – seabirds, cetaceans, pinnipeds, elasmobranchs, turtles, sirenians, tuna and billfish – and a selection of productive and biodiverse biogenic habitats – coral reefs, mangroves, seagrass, saltmarsh and kelp beds – were analysed using a Spatial Risk Assessment approach. The approach combines metrics for vulnerability (mechanism of harm for megafauna group or habitat), hazard (plastic abundance) and exposure (distribution of group or habitat). Several potential high-risk zones (HRZs) across the North Atlantic were highlighted, including the Azores, the UK, the French and US Atlantic coasts, and the US Gulf of Mexico. Whilst much of the modelled LDPL driving risk in the UK originated from domestic sources, in other HRZs, such as the Azores archipelago and the US Gulf of Mexico, plastic originated almost exclusively from external (non-domestic) sources. LDPL from Caribbean islands - some of the largest generators of marine plastic pollution in the dataset of river plastic emissions used in the study - was noted as a significant input to HRZs across both sides of the Atlantic. These findings highlight the potential of Spatial Risk Assessment analyses to determine the location of HRZs and understand where plastic debris monitoring and management should be prioritised, enabling more efficient deployment of interventions and mitigation measures.</p

Table_1_A systemic transformation of an arts and sciences curriculum to nurture inclusive excellence of all students through course-based research experiences.XLSX

IntroductionWe describe herein a large-scale, multidisciplinary course-based undergraduate research experience program (CRE) developed at Lawrence Technological University (LTU). In our program, all students enrolled in CRE classes participate in authentic research experiences within the framework of the curriculum, eliminating self-selection processes and other barriers to traditional extracurricular research experiences.MethodsSince 2014, we have designed and implemented more than 40 CRE courses in our College of Arts and Sciences involving more than 30 instructors from computer science, mathematics, physics, biology, chemistry, English composition, literature, philosophy, media communication, nursing, and psychology.ResultsAssessment survey data indicates that students who participate in CRE courses have an enhanced attitude towards research and discovery, as well as increased self-efficacy. This intervention is particularly relevant for non-traditional students, such as students who commute and/or have significant work or childcare commitments, who often experience limited access to research activities.DiscussionHerein we highlight the importance of a systemic institutional change that has made this intervention sustainable and likely to outlast the external funding phase. Systemic change can emerge from a combination of conditions, including: (1) developing a critical mass of CRE courses by providing instructors with both incentives and training; (2) developing general principles on which instructors can base their CRE activities; (3) securing and maintaining institutional support to promote policy changes towards a more inclusive institution; and (4) diversifying the range of the intervention, both in terms of initiatives and disciplines involved.</p

Data_Sheet_1_A systemic transformation of an arts and sciences curriculum to nurture inclusive excellence of all students through course-based research experiences.PDF

IntroductionWe describe herein a large-scale, multidisciplinary course-based undergraduate research experience program (CRE) developed at Lawrence Technological University (LTU). In our program, all students enrolled in CRE classes participate in authentic research experiences within the framework of the curriculum, eliminating self-selection processes and other barriers to traditional extracurricular research experiences.MethodsSince 2014, we have designed and implemented more than 40 CRE courses in our College of Arts and Sciences involving more than 30 instructors from computer science, mathematics, physics, biology, chemistry, English composition, literature, philosophy, media communication, nursing, and psychology.ResultsAssessment survey data indicates that students who participate in CRE courses have an enhanced attitude towards research and discovery, as well as increased self-efficacy. This intervention is particularly relevant for non-traditional students, such as students who commute and/or have significant work or childcare commitments, who often experience limited access to research activities.DiscussionHerein we highlight the importance of a systemic institutional change that has made this intervention sustainable and likely to outlast the external funding phase. Systemic change can emerge from a combination of conditions, including: (1) developing a critical mass of CRE courses by providing instructors with both incentives and training; (2) developing general principles on which instructors can base their CRE activities; (3) securing and maintaining institutional support to promote policy changes towards a more inclusive institution; and (4) diversifying the range of the intervention, both in terms of initiatives and disciplines involved.</p

Data_Sheet_2_A systemic transformation of an arts and sciences curriculum to nurture inclusive excellence of all students through course-based research experiences.PDF

IntroductionWe describe herein a large-scale, multidisciplinary course-based undergraduate research experience program (CRE) developed at Lawrence Technological University (LTU). In our program, all students enrolled in CRE classes participate in authentic research experiences within the framework of the curriculum, eliminating self-selection processes and other barriers to traditional extracurricular research experiences.MethodsSince 2014, we have designed and implemented more than 40 CRE courses in our College of Arts and Sciences involving more than 30 instructors from computer science, mathematics, physics, biology, chemistry, English composition, literature, philosophy, media communication, nursing, and psychology.ResultsAssessment survey data indicates that students who participate in CRE courses have an enhanced attitude towards research and discovery, as well as increased self-efficacy. This intervention is particularly relevant for non-traditional students, such as students who commute and/or have significant work or childcare commitments, who often experience limited access to research activities.DiscussionHerein we highlight the importance of a systemic institutional change that has made this intervention sustainable and likely to outlast the external funding phase. Systemic change can emerge from a combination of conditions, including: (1) developing a critical mass of CRE courses by providing instructors with both incentives and training; (2) developing general principles on which instructors can base their CRE activities; (3) securing and maintaining institutional support to promote policy changes towards a more inclusive institution; and (4) diversifying the range of the intervention, both in terms of initiatives and disciplines involved.</p