A Test Battery for the Determination of Posittonal Requirements in Adolescent Rugby Players

A TEST BATTERY FOR THE DETERMINATION OF POSITTONAL REQUIREMENTS IN ADOLESCENT RUGBY PLAYERS M. M. Van Gent Hon. B.A., M.A. Dissertation for the degree Philosophiae Doctor in Educational Studies at the Potchefstroom University for Christian Higher Education. Promoter: Prof. E.J. Spamer Assistant promoter: Prof. J.L.dK Monteith May2003 POTCHEFSTROOM I would like to put on record my thanks and appreciation for the unselfish contribution of the following people for, without their help this thesis would never have been completed. My heartfelt thanks and appreciation: • To my God my creator and maker, for giving me the insight and ability to use my knowledge, for allowing me to grow in my studies and for once again surrounding me with such wonderful people whom I am able to learn from everyday. • To my father and mother who have always been supportive of my studies, both financially and emotionally. Thank you for all your sacrifices and the second chance has really gone far! • To Prof Manie Spamer thank you very much for your believe in me, your patience and understanding. It is not very often that any one share a path with such an extraordinary and truthful man such as you. • To Prof Montheith for your patient and understanding during this study • To Dr. Surea Ellis and Prof Faan Steyn for the help with all the statistical procedures • To Johan Blaauw for the speedy language editing of this thesis • To Abrie for always being patient and understanding. • To Pieter and Mama for always being available for help • Finally, to all the people at the PUK Rugby Institute, especially Jacus Coetzee and Tony Plotz for assisting with testing procedures The author May 2003 I A TEST BATTERY FOR DETERMINATION OF POSITIONAL REQUIREMENTS IN ADOLESCENT RUGBY PLAYERS Motivation Rugby is a very popular sport and is played from primary school to senior level in more than a hundred countries world-wide (Pretorius, 1997:2). South Africa is no exception; it has been known to be the breeding ground/or some of the world's greatest players (Granger, 2002:56). According to Pienaar and Spamer (1998:14) certain anthropometric, physical, motor abilities and game-specific variables can distinguish between talented and less talented rugby players. However, a void still exists in the knowledge of how these abilities change in growing and developing rugby players (De Ridder 1993; Hare 1997; Nicholas 199; Pienaar & Spamer 1998). Rugby consists of various activities that require certain anthropometric, physical, motor and rugby-specific components. These components are specific to the positional requirements in rugby (Craven, 1974 & 1977; Rutherford, 1983, Greenwood, 1985; Van der Merwe, 1989). However, little research has been done in sport regarding positional requirements and a need exists to develop a test battery for this purpose. Some researchers like Van der Merwe (1989) have made a movement analysis on senior players and have established that certain positions in rugby require specific skills. Pretorius (1997) established that talented youth rugby players could be identified according to their playing position. However, it is important to remember that anthropometric, physical, motor and sport-specific components required by specific II positions will change as the player grows older, attains pliysical maturity and gains more experience (Pienaar et al., 2000:32). At present the positional selection ofplayers is left to the coaches and teachers, who do not necessarily possess the experience or knowledge for proper positional selections. The possibility of identifying positional requirements by using a scientifically compiled test battery for rugby players will assist coaches and teachers in the correct positional selection of players at specific ages. Rugby will benefit from a much more competent player and the quality of the game will also improve. Elite players would also experience more satisfaction from their sport participation. Research aims The aim of this study was to establish positional requirements for U/13, UI16, U/18 and U/19 rugby players. Methodology This thesis consists ofseven chapters. Chapter 2 presents literature reviews on the value of sports education in schools, while chapter 3 discusses the growth and motor development of adolescents. Chapter 4 sets out the positional requirements for rugby players according to previous studies and the literature. Chapter 5 explains the different measurements and tests that were done on the U/13, U/16, U/18 and U/19 Northwest provincial teams. Chapter 6 presents the results of this study, while chapter 7 consists ofthe summary, conclusion and recommendationsjor further studies. Results and conclusion ofstudy • Practically significant differences were found between different playing groups in every age group in terms of anthropometric, rugby-specific skill, physical and motor components. This implies that it is necessary to include the differences that do exist between playing groups in terms ofanthropometric, rugby-specific skill, physical and motor components in a positional group test battery. m • The players were also classified into positional groups according to components that best distinguished between them. The lowest percentage of correctness was 85, 71%. This proves that according to certain components positional group test batteries can be established • Practically significant differences were found between different playing positions in every age group in terms of anthropometric, rugby-specific skill, physical and motor components. This implies that the differences that do exist between playing positions in terms of anthropometric, rugby-specific skill, physical and motor components are necessary to include in a positional group test battery. The standardised data values that were presented for all playing positions and ages also indicated which components distinguish most between playing positions. The results of this study prove that it is possible to establish a test battery for positional selection among adolescent rugby players. This test battery can therefore be used in positional talent identification and development models for adolescent rugby players. Coaches can also use this test battery for positional selection ofplayers in teams and monitor their development with increasing age. IV INDEX ACKNOWLEDGEMENTS I ABSTRACT II LIST OF TABLES v LIST OF GRAPHS IV LIST OF FIGURES x APPENDIX A XII CHAPTERl PROBLEM AND AIM OF THE STUDY 1 1.1 Introduction 2 1.2 Problem statement 3 1.3 Research aim 4 1.4 Research method 4 1.4.1 Review of literature sources 4 1.5 Empirical investigation 5 1.5.1 Study population 5 1.5.2 Test battery 5 1.5.3 Procedures and research methods 6 1.5.4 Statistical data processing 6 CHAPTER2 THE VALUE OF SPORT EDICATION IN SCHOOL 8 2.1 Introduction 9 . 2.2 The value of sport for participants · 9 2.3 The value of physical and sport education in schools 10 2.4 The value of the physical and sport educator 14 2.5 Factors influencing adolescents' participation in sport and physical activity 17 2.5.1 Personal variables 17 2.5.2 Environmental variables 19 2.6 Conclusion ·21 CHAPTER3 THE GROWTH AND DEVELOPMENT OF ADOLESCENTS 23 3.1 Introduction 24 3.2 Adolescence 24 3.3 Puberty 26 3.4 Adolescent growth 30 3.3.1 Growth spurt in stature 30 3.3.2 Growth spurt in body weight 32 3.3.3 Growth spurt in other body dimensions 33 3.5 Adolescent development 34 3.5.1 Specialised movement skills 35 3.5.2 Physical and motor performance 40 3.6 Early and late maturers 44 3.7 Conclusion 46 CHAPTER4 POSITIONAL REQUIREMENTS FOR RUGBY PLAYERS 48 4.1 Introduction 49 4.2 Anthopometric, physical and motor requirements in rugby 49 4.3 Positional requirements 57 4.3.l Positional requirements of the tight forwards 59 4.3.2 Positional requirements of the loose forwards 68 4.3.3 Positional requirements of the inside backs (scrumhalves and flyhalves 72 4.3.4 Positional requirements of the back-line players 77 4.4 Conclusion 84 CHAPTERS EMPIRICAL STUDY 85 5.1 Introduction 86 5.2 Study population 86 5.3 Test protocol 86 5.3.1 Anthopometric measurements 87 5.3.2 Rugby-specific skills 104 5.3.3 Physical and motor test 114 5.4 Testing procedures 124 5.5 Statistical method 125 CHAPTER6 RESULTS AND DISCUSSION 126 6.1 Introduction 127 6.2 Anthropometric components of U/13-, U/16, U/18- and U/19 rugby players 128 6.3 Rugby specific skills of U/13-, U/16, U/18- and U/19 rugby players 132 6.4 Physical and motor components ofU/13-, U/16, U/18- and U/19 rugby players 136 6.5 Comparisons of playing groups in terms of anthropometric, rugby specific skill, physical and motor components 140 6.5.1 U/13 rugby players 140 6.5.2 U/16 rugby players 147 6.5.3 U/18 rugby players 153 6.5.4 U/19 rugby players 159 6.6 Conclusion of comparisons of playing groups in terms of anthropometric, rugby specific skills, physical and motor components 165 6.7 Classification of positional groups for the U/13, U/16, U/18 and U/19 rugby players in terms of anthropometric, rugby specific skill and physical and motor components 166 6.8 Positional components that distinguish the most between different positions for the U/13, U/16, U/18 and U/19 rugby players 169 6.8.1 Positional components of the U/13 rugby players 170 6.8.2 Positional components of the U/16 rugby players 179 6.8.3 Positional components of the U/18 rugby players 189 6.8.4 Positional components of the U/19 rugby players 198 6.9 Conclusion of positional components for the U/13, U/16, U/18 and U/19 rugby players in terms of anthropometric, rugby specific skill and physical and motor

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