Objective sleep patterns and validity of self-reported sleep monitoring across different playing levels in rugby union

Background: Growing evidence highlights that elite rugby union players experience poor sleep quality and quantity which can be detrimental for performance. Objectives: This study aimed to i) compare objective sleep measures of rugby union players between age categories over a one week period, and ii) compare self-reported measures of sleep to wristwatch actigraphy as the criterion. Methods: Two hundred and fifty-Three nights of sleep were recorded from 38 players representing four different age groups (i.e. under 16, under 18, senior academy, elite senior) in a professional rugby union club in the United Kingdom (UK). Linear mixed models and magnitude-based decisions were used for analysis. Results: The analysis of sleep schedules showed that U16 players went to bed and woke up later than their older counterparts (small differences). In general, players obtained seven hours of sleep per night, with trivial or unclear differences between age groups. The validity analysis highlighted a large relationship between objective and subjective sleep measures for bedtime (r = 0.56 [0.48 to 0.63]), and get up time (r = 0.70 [0.63 to 0.75]). A large standardised typical error (1.50 [1.23 to 1.88]) was observed for total sleep time. Conclusion: This study highlights that differences exist in sleep schedules between rugby union players in different age categories that should be considered when planning training. Additionally, self-reported measures overestimated sleep parameters. Coaches should consider these results to optimise sleep habits of their players and should be careful with self-reported sleep measures.</p

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 (&gt;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.</p

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.</p