James Bletsoe

Using a two-phase approach in the form of a rapid literature review and Delphi consensus, this study aimed to reach consensus on the terms, definitions, and potential options to develop a framework that captures the contextual factors that can affect a rugby league ball carrier’s decision making, whilst also determining the perceived importance of these contextual factors. Forty terms, their definitions, and potential options, were extracted from the rapid review. In a two-round Delphi survey, experts rated their level of agreement with each term, definition, and potential options on a 5-point Likert scale. Consensus was defined by ≥80% agreement (with ≤10% in disagreement). The experts then rated the level of importance to a ball carrier’s decision making of each of the terms on a 7-point Likert scale. Eighteen experts participated in round-one and 15 participated in round-two (response rate 83%). Five additional terms were suggested by the experts and reached consensus in the second round of the Delphi survey. In total, consensus was reached on 45 terms, their definitions, and potential options, which were grouped into five themes (match context, offensive context, defensive context, offensive ball carrier skill, and attacking outcomes). Seventeen of the 45 terms were perceived to be important or very important. Nine of these factors were associated with offensive context, and eight were associated with defensive context. The framework can be used by coaches, performance analysts, and researchers to better understand player in-game decisions and to support the design of training interventions.

This study aimed to (1) compare individual player match action characteristics between scholarship, academy, and senior (European Super League, ESL) levels of the rugby league player pathway, and (2) compare match actions between players that have progressed to play ESL and those that did not. Data was collected on 147 players from 95 senior, 69 academy, and 23 scholarship matches over three seasons. Matches were filmed via 2 angles and 26 match action characteristics (e.g., carry, missed tackle) were coded. Linear mixed models identified forty-eight significant differences in match action characteristics when accounting for playing position between playing levels. Over seventy percent of the differences were defensive match actions, indicating there are higher defensive match demands in the ESL when compared to academy and scholarship match play. Seven and eleven match actions characteristics were identified at scholarship and academy levels that differentiated between players who had progressed to play in the ESL and those who had not. All but one of these characteristics were attacking match actions, indicating a player’s attacking qualities are important in their progression to the ESL. These results have implications for both talent identification and long-term athlete development in rugby league.