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Purpose: Feedback can enhance acute physical performance. However, its effects on physical adaptation have received little attention. Therefore, the purpose of this study was to determine the effect of feedback during a 4-wk training program on jump, sprint, and strength adaptations. Methods: A total of 28 semiprofessional male rugby union players were strength-matched into 2 groups (feedback and nonfeedback). During the 4-wk training program, the Feedback group received immediate, objective feedback on (1) mean concentric velocity during resistance training repetitions, (2) distance feedback for standing broad jumps, and (3) time for sprints. The Nonfeedback group was not provided additional information. Across the 4-wk mesocycle, subjects completed 3 strength and conditioning sessions per week. Countermovement jump, standing long jump, 10- and 20-m sprint, and 3-repetition-maximum barbell back squat and bench press were measured before and after the training intervention. Magnitude-based inferences assessed meaningful changes within and between groups. Results: The Feedback group showed small to moderate improvements in outcome measures, whereas the Nonfeedback group demonstrated trivial to small improvements. Improvements in countermovement-jump relative peak power (effect size ±90% confidence limits: 0.34 ± 0.42), 10-m (0.20 ± 0.35) and 20-m sprints (0.40 ± 0.21), and 3-repetition-maximum back squats (0.23 ± 0.17) were possibly to likely greater for the Feedback condition than for Nonfeedback. Conclusions: Providing augmented feedback during strength and conditioning routines can enhance training adaptations compared with athletes who do not receive feedback. Consequently, practitioners should consider providing kinematic outputs, displacement, or sprint time at the completion of each repetition as athletes train. [ABSTRACT FROM AUTHOR]

Purpose: To quantify the frequencies and timings of rugby union match-play phases (ie, attacking, defending, ball in play [BIP], and ball out of play [BOP]) and then compare the physical characteristics of attacking, defending, and BOP between forwards and backs. Methods: Data were analyzed from 59 male rugby union academy players (259 observations). Each player wore a microtechnology device (OptimEye S5; Catapult, Melbourne, Australia) with video footage analyzed for phase timings and frequencies. Dependent variables were analyzed using a linear mixed-effects model and assessed with magnitude-based inferences and Cohen d effect sizes (ES). Results: Attack, defense, BIP, and BOP times were 12.7 (3.1), 14.7 (2.5), 27.4 (2.9), and 47.4 (4.1) min, respectively. Mean attack (26 [17] s), defense (26 [18] s), and BIP (33 [24] s) phases were shorter than BOP phases (59 [33] s). The relative distance in attacking phases was similar (112.2 [48.4] vs 114.6 [52.3] m·min−1, ES = 0.00 ± 0.23) between forwards and backs but greater in forwards (114.5 [52.7] vs 109.0 [54.8] m·min−1, ES = 0.32 ± 0.23) during defense and greater in backs during BOP (ES = −0.66 ± 0.23). Conclusions: Total time in attack, defense, and therefore BIP was less than BOP. Relative distance was greater in forwards during defense, whereas it was greater in backs during BOP and similar between positions during attack. Players should be exposed to training intensities from in-play phases (ie, attack and defense) rather than whole-match data and practice technical skills during these intensities. [ABSTRACT FROM AUTHOR]

Rugby union (RU) is a skill-collision team sport played at junior and senior levels worldwide. Within England, age-grade rugby governs the participation and talent development of youth players. The RU player development pathway has recently been questioned, regarding player performance and well-being, which sport science research can address. The purpose of this review was to summarise and critically appraise the literature in relation to the applied sport science of male age-grade RU players in England focussing upon (1) match-play characteristics, (2) training exposures, (3) physical qualities, (4) fatigue and recovery, (5) nutrition, (6) psychological challenges and development, and (7) injury. Current research evidence suggests that age, playing level and position influence the match-play characteristics of age-grade RU. Training exposures of players are described as 'organised chaos' due to the multiple environments and stakeholders involved in coordinating training schedules. Fatigue is apparent up to 72 h post match-play. Well-developed physical qualities are important for player development and injury risk reduction. The nutritional requirements are high due to the energetic costs of collisions. Concerns around the psychological characteristics have also been identified (e.g. perfectionism). Injury risk is an important consideration with prevention strategies available. This review highlights the important multi-disciplinary aspects of sport science for developing age-grade RU players for continued participation and player development. The review describes where some current practices may not be optimal, provides a framework to assist practitioners to effectively prepare age-grade players for the holistic demands of youth RU and considers areas for future research. [ABSTRACT FROM AUTHOR]

Previous research in academy rugby league players has evaluated the development of physical qualities according to chronological age. However, no study has considered the training age, defined as the number of formalized years of strength and conditioning training, of these players. Therefore, the purpose of this study was to present and compare the annual changes in physical qualities of academy rugby league players according to training age. Sixty-one academy players undertook a fitness testing assessment, including anthropometric (height, body mass, sum of 4 skinfolds) and physical (10 and 20 m sprint, 10m momentum, vertical jump, Yo-Yo intermittent recovery test level 1 [Yo-Yo IRTL1], one-repetition maximum [1RM] squat, bench press and prone row) measures at the start of preseason on 2 consecutive annual occasions. Players were categorized into one of 3 training age groups (i.e., 0, 1, or 2 years) and were analyzed using magnitude-based inferences. Almost certain, very likely or likely annual improvements were identified for body mass, 10m momentum, Yo-Yo IRTL1, vertical jump, and all strength measures for the 3 training age groups. When training age groups were compared, 1 year showed possibly or likely lower strength increases than 0 years training age. However, the 2 years training age group demonstrated possibly or likely increased strength changes compared with 1 year. These findings suggest that training age is an important consideration for strength and conditioning practitioners but it is likely to be a combination of chronological age, biological maturity, and training experience alongside dynamic interplayer variability that influences the physical development of academy rugby league players. [ABSTRACT FROM AUTHOR]

The Encyclopedia of DNA Elements (ENCODE) Data Coordinating Center (DCC) is responsible for organizing, describing and providing access to the diverse data generated by the ENCODE project. The description of these data, known as metadata, includes the biological sample used as input, the protocols and assays performed on these samples, the data files generated from the results and the computational methods used to analyze the data. Here, we outline the principles and philosophy used to define the ENCODE metadata in order to create a metadata standard that can be applied to diverse assays and multiple genomic projects. In addition, we present how the data are validated and used by the ENCODE DCC in creating the ENCODE Portal (https://www.encodeproject.org/). [ABSTRACT FROM AUTHOR]