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Area of Science:

  • Sports Science
  • Educational Psychology
  • Motor Development

Background:

  • Educational systems thinking views the rugby system as interconnected elements.
  • Existing frameworks for sports practice development lack direct transferability to instructor training.
  • The study addresses the gap in understanding the link between instructor competencies and child development in rugby.

Purpose of the Study:

  • To evaluate the correlation between rugby instructors' methodological and didactical competencies.
  • To compare instructor competencies with children's motor competence and psychological aspects.
  • To identify key factors contributing to successful sports instruction.

Main Methods:

  • Study involved 220 children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years).
  • Instructor competencies assessed via evaluation sheets, questionnaires, and video analysis during internships.
  • Children's motor competence and psychological aspects evaluated using motor tests, questionnaires, and video analysis.

Main Results:

  • A significant positive correlation was found between instructors' methodological and didactical-communicative competencies, particularly in production styles.
  • Children exhibited poor motor competence and play skills.
  • Instructors with higher methodological competencies (diverse teaching styles) demonstrated a strong correlation with children's motor and psychological development.

Conclusions:

  • Technical skill knowledge alone is insufficient for effective rugby instruction.
  • Teaching-communicative and methodological skills are crucial for enhancing instructor effectiveness.
  • A holistic approach considering multiple instructor competencies is vital for successful sports education.