RUGBY GENERAL DESCRIPTION of the GAME Rugby Is Played at a Fast Pace, with Few Stoppages and Continuous Possession Changes
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The Relationship Between Foot-Ball Impact with Kick Outcome
THE RELATIONSHIP BETWEEN FOOT-BALL IMPACT AND KICK OUTCOME IN FOOTBALL KICKING Submitted to College of Sport and Exercise Science VICTORIA UNIVERSITY In fulfilment of the requirements for the degree DOCTOR OF PHILOSOPHY By JAMES PEACOCK 2018 Principal supervisor: Dr. Kevin Ball Associate supervisor: Dr. Simon Taylor I Abstract Across the football codes, kicking is the main skill used to score goals and pass between team members. Kicking with high ball velocity and high accuracy is required to kick to targets at far distances or reach a submaximal target in less time. The impact phase is the most important component of the kicking action: it is the only time a player forcefully contacts the ball to produce the flight path. Ensuring high impact efficiency and the appropriate combination of flight characteristics are imparted onto the ball during foot-ball impact is important for successful kicking. The aim of this thesis was to determine how foot-ball impact characteristics influences impact efficiency, ankle plantarflexion, ball flight characteristics and kicking accuracy. By using a mechanical kicking machine to systematically explore impact characteristics and performing an intra-individual analysis of human kickers, high-speed-video analysis of foot-ball impact found impact characteristics influenced impact efficiency, ankle plantarflexion, ball flight characteristics, and kicking accuracy. Increasing ankle joint stiffness, impact locations on the foot closer to the ankle joint, altering foot-ball angle and reducing foot velocity each increased impact efficiency. These results supported the coaching cue ‘maintaining a firm ankle’ during impact as effective at increasing impact efficiency. The impact location between the foot and ball across the medial-lateral direction, foot-ball angle and foot trajectory were each identified as influential to ball flight characteristics and/ or kicking accuracy. -
Kiwidex Balls Hoops
KIWIDEX RUNNING / WALKING 181 Balls, Hoops and Odds & Ends www.sparc.org.nz 182 Section Contents Suggestions 183 Cats and Pigeons 184 “Geared Up” Relays 186 Team Obstacle Relay 190 Move On Relay 192 Hoop Work 194 Keep the Bucket Full 196 Rob the Nest 197 Triangles 199 Pass and Follow 200 Corner Spry 201 Tunnel Ball 202 Bob Ball 205 Multiple Relay 206 Two vs Two 207 50/50 208 Running Circle Pass 209 Four Square 210 Eden Ball 211 In and Out 212 KIWIDEX BALLS, HOOPS AND ODDS & ENDS 183 Suggestions Balls and hoops provide the basis for many games, activities and relays in the daily physical activity session. Any of the following items can be successfully incorporated into relays and activities: • Balls – all shapes and sizes, hard or soft • Batons • Hoops • Tenniquoits • Benches • Bean Bags • Frisbees • Padder tennis bats • Skipping ropes • Children’s shoes, if all else fails. Remember when using balls that they can be thrown, rolled, kicked, bounced, dribbled with feet, carried, held between legs or under chin, batted along the ground. Soft or spongy balls are safe to use in halls or in open spaces in the classroom. All the equipment named above lends itself to relay work. After working through the following ideas, teachers will be able to develop many additional relay sequences and challenge the children to devise their own relay sequences. The daily physical activity session is not a time to teach specifi c skills. Use skills the children have already been introduced to. The daily physical activity session does give another opportunity to practise skills taught during physical education lessons. -
Flag Rugby Lesson Plans
Flag Rugby Lesson Plans 2 This collection of rugby skills is designed for teachers to be able to teach rugby fundamentals to their students. The language of this document is written to provide a straightforward and practical approach to teaching rugby to youngsters. These lessons are appropriate for children from grades 1 to 8. Primarily rugby is an outdoor activity, but all of these skills can be taught both outdoors and indoors in a school gym. With thanks to the RFU (England) and the Rugby Canada Development Staff for the support in writing this manual Special Thanks to Caleb Smith, Paul Robinson, Stephen Fish & Lina Febbraro for piloting FLAG RUGBY & Technical Lesson formatting and accreditation to OPHEA Curriculum Support Binders K-10 (Niagara Region) 3 Acknowledgments Niagara Wasps Rugby Football Club Rugby Canada District School Board of Niagara Martin Gallagher - Director of Rugby Elementary Interschool Athletic Association – Eva Havaris - Development Department DSBN Manager (MA Sport Intern) Caleb Smith Chris McLachlin - IT Consultant Paul Robinson Stephen Fish The Rugby Football Union Lina Febbraro Evan Crawford - Head of Coach Development Peter Bath - Manager – Education District School Board of Niagara: Rugby Ontario Curriculum Services Allen Piggott - Executive Director Ron Lopez Drew McPherson & Bram Cotton - James Morden Public School Development Department Managers Danielle Smith and Tiffany Elliott Anthony Cunningham - Referee Committee Toronto With thanks to the RFU (England) and the Rugby Canada Development Staff for -
A Journalistic Series About Homosexuality in Sports
WHO’S ON THE PLAYING FIELD?: A JOURNALISTIC SERIES ABOUT HOMOSEXUALITY IN SPORTS Brian Conlin A thesis submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the School of Journalism and Mass Communication Chapel Hill 2010 Committee: Adviser: Walter Spearman Professor Jan Yopp Reader: John Thomas Kerr Jr. Distinguished Professor Richard Cole Reader: Professor Karla A. Henderson © 2010 Brian Conlin ALL RIGHTS RESERVED ii ABSTRACT BRIAN CONLIN: Who’s on the Playing Field?: A Journalistic Series about Homosexuality in Sports (Under the direction of Jan Yopp, Dr. Richard Cole and Dr. Karla Henderson) The number of openly gay and lesbian athletes has boomed since the 1980s. The Gay Games is one example of this. The first Gay Games in 1982 had 1,300 participants. By 1994, the Gay Games drew 11,000 participants. In three articles, this master’s thesis examines various aspects of gays and lesbians in sports. The first article covers the Gay Games. It includes information about its supporters and protestors, a brief history and a look ahead to the upcoming Gay Games and beyond. The second article profiles a rugby player on the Carolina Kodiaks, one of two gay rugby teams in North Carolina. The third article examines how journalists, especially those in sports departments, cover LGBT issues. The thesis aims to explore the issues of the gay and lesbian community as they pursue sports and to show that LGBT issues in sport will become more important as society becomes more tolerant. -
Some of the Rules of Rugby the Rugby Ball Is Oval, Not Round
Sports Freak or Couch Potato - Which Are You? Your score 1 A = 1; B = 3; C = 5 2 A = 0; B = 3; C = 5 3 A = 3; B 5; C = 0 4 A = 0; B = 5; C = 0 5 A = 5; B = 3; C = 0 6 A = 0; B = 5; C = 0 7 A = 0; B = 0; C = 5 8 1 point for each correct answer: A = Basketball; B = Football; C = Rugby; D = American football 10 points or less You're a couch potato. You spend too much time at home in front of the TV. Go out and do some sport. It's healthy, and you'll feel better, too. 11 to 29 points You have a healthy attitude towards sport and exercise. 30 points or more You're a real sports freak. But too much sport isn't always good for you. You should relax sometimes, too - it's healthier! Some of the rules of Rugby The rugby ball is oval, not round. There are 15 players in a team. A game lasts 80 minutes. Players can kick, carry or throw the ball (but they mustn't throw the ball forward). Players can tackle the player with the ball and bring him down. That player must then give up the ball. Another player can then take it. The man in white has tackled the one in black, so that player must give up the ball. A player can put the bail on the ground behind the other team's goal-line. This is a 'try' (5 points). There are three types of goal: 1) After a team gets a try, a player from that team can kick the ball over the other team's goalposts for a 'conversion' (2 points). -
Physical Disability Rugby League
PHYSICAL DISABILITY RUGBY LEAGUE SECTION 1 - Playing Field Games of Physical Disability Rugby League shall be played on a field surfaced exclusively with grass. The dimensions of the playing field will be smaller than a regulation-sized field and shall be approximately 50 metres in width and 100 metres in length with, then, an 8 metre in-goal area at both ends of the field. The playing field’s width shall be positioned 10 metres inwards from the touch lines of a regulatory field – on both sides of the field. SECTION 2 - Glossary All terms applicable to the International Laws of Rugby League apply to Physical Disability Rugby League. SECTION 3 - Ball SIZE 4 SECTION 4 – The Players and Players Equipment Player Eligibility for Registration: Diagnosed with Cerebral Palsy (Classifications C6, C7 or C8) excluding those with Quadriplegia.; Upper & / Lower amputees or limb deficiency Acquired Brain injury (suffered a stroke or traumatic brain injury) Muscular atrophy diseases Others as specified from time to time by the Governing Committee. Team and Squad Composition Each squad will consist of thirteen (13) players with each team permitted nine (9) players on the field at any one time. A minimum of seven (7) players must be present on the field for a game to proceed/continue. The nine (9) players on each team will consist of seven (7) players with a physical disability and two (2) “able bodied” [adult] players who do not have physical disabilities. Of the seven (7) players with a disability, five (5) players will wear black shorts and two (2 ONLY) will wear red shorts. -
Position-Specific Rugby Skills Handbook About This Handbook
POSITION-SPECIFIC RUGBY SKILLS HANDBOOK ABOUT THIS HANDBOOK Thank you for downloading the Ruck Science position-specifc rugby skills handbook. This handbook is designed for amateur rugby players, coaches and parents as a guide to creating tailored training programs that meet the needs of each individual position on a rugby team. The handbook will take readers through the specifc physical and technical demands of each position as well as the training associated with building the requisite skill set. We would like to use this opportunity to thank several organizations without whom this handbook would not have been possible. Firstly, the Canadian Rugby Union who created a similar guide in 2009. This version has drawn a lot of inspiration from that original work which was itself a derivative of a manual set up by the English Rugby Union. Secondly, the writing team of Tudor Bompa & Frederick Claro whose trans-formative work Periodization in Rugby was also published in 2009. “Periodization in Rugby” is, without a doubt, the most complete analysis of periodized training for amateur rugby players and should be essential reading for all rugby coaches who are working with young players. Sincerely, Tim Howard Founder Ruck Science TABLE OF CONTENTS 2. About this handbook 4. Physical preparation for rugby 5. Warming up 5. Cooling down 6. Key rugby skills 6. Healthy eating 7. Prop 15. Hooker 21. Lock 27. Flanker 36. Number 8 42. Scrumhalf 47. Flyhalf 52. Center 56. Wing 61. Fullback Riekert Hattingh SEATTLE SEAWOLVES RUGBY SHORTS WITH POCKETS The world’s most comfortable rugby shorts, with deep, strong pockets on both sides. -
Tools for Learning Rugby Middle (6-8)
TOOLS FOR LEARNING RUGBY MIDDLE (6-8) A PUBLIC SERVICE OF Created by: Katie Pennamped & Aaron Hart Special Contributions: Deedi Boland Design: Jennifer Truong Games that resemble Rugby appear as far back in history as 300 BC in Greece. The modern version of the sport was created at Rugby School in Rugby, Warwickshire (England) in the 19th Century. This recreational game of the early 1800’s was first formalize in 1857 in a match in Scotland between Edinburgh University and Edinburgh Academicals (AKA “the Accies”). The Edinburg Accies still operate as a formal Rugby Union Football Club and are the oldest rugby club in Scotland. Worldwide, rugby is an incredibly popular sport and has influenced Football, Australian-rules Football, and the fashion world (ala the Rugby Shirt). Standard 1. Demonstrates competency in a variety of motor skills and movement patterns. S1.M2: Throws with a mature pattern for distance or power appropriate to the practice task (6); Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment (7); Throws with a mature pattern for distance or power appropriate to the activity during small- sided game play (8). S1.M3: Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks (6); Catches with a mature pattern from a variety of trajectories in small-sided game play (7). S1.M4: Passes and receives with hands in combination with locomotor patterns of running and change of direction & speed with competency in invasion games such as basketball, flag football, or team handball (6). -
Textiles in Sportswear, Sports Goods and Sports Equipment-A Discussion
Journal of Mechanical Robotics e-ISSN: 2582-2187 Volume 4 Issue 3 Textiles in Sportswear, Sports Goods and Sports Equipment-A Discussion Nemailal Tarafder EX-Emeritus Professor, Department of Textile Engineering, Hooghly Engineering and Technology College, Hooghly, West Bengal, India Email: *[email protected] DOI: http://doi.org/ 10.5281/zenodo.3524756 Abstract To perform high function and comfort are the essential requirements in modern sportswear. The performance requirement of the sports textiles to-day demand fabrics which have widely varying properties. Sports textiles are basically preferred with light weight and safety characteristics, which have substituted the other available materials. Smart textiles with high level functionalities have proven quality of performance in sports activities. To-day sports wears can sense high impact stresses on players’ joints and also heart rate, temperature and other physiological data during performance activities. Sport tech comprises of technical textiles used in sports and leisure, which are broadly of three categories. The sports textiles include specialist apparel for specific sports each with its own particularity in junctions. Knitted, woven and non-woven type fabrics are used in sports textiles. Researchers are involved to develop functional active fabrics to produce sports textiles. Keywords: Bio-mechanics, easy care, fibrous materials, market potential, sports footwear, technical textiles INTRODUCTION drying, vapour permeability, water The sports textiles sector includes apparel proofing to provide relaxation without for specific sports each with its own fatigue are essential for sportswear [1]. particular functions. Regular physical activities have positive impact on major Sportswear can be characterized by the health risk factors, such as high blood following important properties: optimum pressure, high cholesterol, obesity, and heat and moisture regulation, good air stress. -
ELIZABETH KHISA Thesis Submitt
1 PATTERN AND INITIAL CARE OF SPORTS INJURIES AMONG HIGH SCHOOL RUGBY PLAYERS IN ELDORET, KENYA BY: ELIZABETH KHISA Thesis submitted in partial fulfillment for the award of Masters of Medicine in Orthopaedics Surgery of Moi University School of Medicine © 2018 ii DECLARATION Declaration by the Candidate This thesis is my original work and has not been presented for a degree or any academic credit in any other University or examining body. No part of this thesis may be reproduced without the prior written permission of the author and/or Moi University. Khisa Elizabeth. REG No: SM/PGORT/11/13 Signature ……………………. Date …………………… Declaration by Supervisors: This thesis has been submitted for examination with our approval as University supervisors. Dr. Ayumba B. R Consultant orthopaedic surgeon and senior lecturer Department of orthopaedics and rehabilitation, Moi University School of Medicine, Signature……………………… Date: …………………… Dr. Muteti E. Consultant orthopaedic surgeon and lecturer Department of orthopaedics and rehabilitation, Moi University School of Medicine. Signature………………………. Date:………………….. iii DEDICATION Dedicated to the sports men and women of our beloved country Kenya, more so the upcoming ones in schools and their coaches. iv ACKNOWLEDGEMENTS I wish to thank my supervisors Dr. Ayumba B.R. and Dr. Muteti E. for their contributions, tireless corrections and advice given to enable successful completion of this thesis. I also wish to acknowledge Mr. Keter Alfred and Dr. Mwangi Ann of biostatistics department for their invaluable assistance. -
Methods of Coaching to Improve Decision Making in Rugby
Methods of Coaching to Improve Decision Making in Rugby Trevor Allen Thesis presented for the degree of Masters (Sport Science) at Stellenbosch University Study leader: Prof ES Bressan April 2007 Declaration I, the undersigned, hereby declare that the work contained in this thesis is my own original work, and that I have not previously in its entirety or in part, submitted it to any university for a degree. _______________________________ ____________ Signature Date i Abstract The purpose of this study was to describe the different methods used by coaches to improve decision making in ruby. The study included three coaches from the Western Cape area. Two of the three coaches worked with U/20A league teams and the third coach worked in the Super A league. Eight coaching sessions were video taped and analysed to identify the coaching method used when presenting skill development activities. The verbal behaviour each coach was also recorded. Five rugby games involving each of the teams were also analysed to determine which team had the highest success rates in key categories. The results showed that Coach 1 integrated decision making with skill practice primarily through the method of verbal feedback during sessions where he used a direct teaching style. His comments to players during technical skill instruction were focussed on linking their skill performance to its tactical use in a game. The other two coaches followed the expected pattern of using indirect teaching styles to teach players how to apply tactics. It was concluded that different coaches may use different teaching styles to improve players’ decision making. -
The International Laws of the Game and Notes on the Laws
rugby_laws_book 2002 NEW 11/3/04 1:00 PM Page 1 THE INTERNATIONAL LAWS OF THE GAME AND NOTES ON THE LAWS Page SECTION 1 Playing Field ..............................................................2 SECTION 2 Glossary .....................................................................4 SECTION 3 Ball ..............................................................................8 SECTION 4 Player and Players’ Equipment ................................9 SECTION 5 Mode of Play ............................................................11 SECTION 6 Scoring .....................................................................12 SECTION 7 Timekeeping.............................................................16 SECTION 8 Kick-off and Drop-out..............................................18 SECTION 9 Touch and Touch in-Goal .......................................21 SECTION 10 Knock-on and Forward Pass ..................................22 SECTION 11 Tackle and Play-the-Ball .........................................23 SECTION 12 Scrum .......................................................................29 SECTION 13 Penalty Kick .............................................................33 SECTION 14 Offside ......................................................................36 SECTION 15 Misconduct...............................................................38 SECTION 16 Referee and Touch Judges.....................................41 SECTION 17 Referee’s Signals.....................................................46 SECTION 18 Index