Multisport-Integrated Training for Rugby Instructors: Success and Effects on Minirugby Players

Abstract

Background/objectives: The educational system thinking approach (ST) takes a holistic vision of instructors/teachers and learners' relationships, making sports pivotal for reflection on education. This study evaluated the efficacy of a multisport ST-based course on minirugby instructors' teaching competence and children players' motor conduct.

Methods: The twenty-five rugby instructors (IAC) attended the 25 h course and the children of their teams (n = 109, Ch-IAC) participated in this study as experimental groups. Twenty-five rugby instructors who were not attending the course (I-CON) and their pupils (n = 111, Ch-CON) acted as control groups. Changes in instructors' teaching competence (by the Instrument for Identifying the Teaching Style and the System for Observing Fitness Instruction Time) and children's motor conduct (by the Körperkoordinationtest für Kinder test, the Game Performance Assessment Instrument, the Physical Activity Enjoyment Scale, and the physical self-efficacy scale for children) were assessed.

Results: Thanks to the education received, IAC improved in didactics and methodological competence. They learned to use more production teaching styles than CON (10.5 ± 9.3% vs. 0% of the lesson time, p < 0.05), reduce children's inactive lesson time for management (-5.1 ± 3.3% vs. 1.1 ± 3.1%, p < 0.05) and promote more outside lesson topics (4.4 ± 3.2% vs. 0%, p < 0.05). In addition, compared to Ch-CON, Ch-IAC significantly improved motor coordination, game performance, enjoyment, and self-efficacy (p < 0.05).

Conclusions: Children's enjoyment and self-efficacy acted as mediators that amplified the effects of the multisport training course. At the same time, the instructor's didactical and methodological competence were moderators directly favoring or worsening children's motor competence. Such an integrated multisport model is applicable and suggested for improving sports performance and education processes.

Keywords: motor competence; sports education; system thinking; teaching competence; teaching styles.

Figure 1

Framework for the methodological process of the training intervention and the investigation using a scientific approach to verify the outcomes [25].

Figure 2

Timeline of the procedures followed by experimental (IAC and Ch-IAC) and control groups (I-CON and Ch-CON).

Figure 3

Results of the questionnaire of satisfaction (QS). In the survey, scores from 1 to 4 were assigned based on the level of satisfaction (1—not at all, 2—a few, 3—enough, 4—a lot). Significant difference: * = p < 0.001.

Figure 4

Time × group interactions in children’s motor skills and enjoyment of physical activity. (A) KTK (Körperkoordinationtest für Kinder) motor quotient; (B) PACES (Physical Activity Enjoyment Scale) total score. MQ = motor quotient; Ch-IAC = children from teams of instructors attending the training course; Ch-CON = children of the instructors’ control group. # = significant time × group interaction (p < 0.001).

Figure 5

Children’s self-efficacy and physical activity level variations (delta = post–pre values). (A) PSES (physical self-efficacy scale for children) delta scores; (B) PAQ-C (Physical Activity Questionnaire for Older Children) delta scores. Ch-IAC = children from teams of instructors attending the training course; Ch-CON = children of instructors’ control group. * = p < 0.001.

Figure 6

Match analysis results by the game performance assessment instrument (GPAI) related to decision making (A), skill execution (B), and performance (C). Significant differences by the Chi-squared analysis are reported.

Figure 7

Flow chart of the mediation analysis. MeE = enjoyment mediation; MeS = self-efficacy mediation. a = effect of the independent on the mediation variable; b = effect of the mediation on the dependent variable; c = effect of the independent on the dependent variable (direct effect); a + b = effect of the independent on the dependent variable mediated by the mediation variable (indirect effect).

Figure 8

Flow chart of the moderation analysis of the role of didactical competence (A) and methodological competence (B). MoD = didactical competence moderation; MoM = methodological competence moderation. In (A), the moderation analysis of the role of didactical competence (MoD) is shown., the full line refers to a high instructors’ competence (Hi), the double-dashed line to an average instructor’s (Av) competence and the dotted line to a poor instructor’s competence (Lo).

Figure 9

The framework of the integrative multisport model: educational and sports success is strictly related to the key elements characterizing the need supportive communication integrated with the utilization of different teaching styles (autonomy, competence, and relationship). Both instructors and children are related to these key elements.

Figure 10

Conceptual model of the instructor-children system of the multisport-integrated training approach and its investigation. The two triangles represent the instructors’ (blue) and children’s (light blue) systems. The fundamental topics of the need for supportive communication are shown at the vertexes. For every dimension (autonomy, competence, and relationship), this study assessed instructors’ perception of the teaching styles used, methodological and didactic competence, and appreciation for the training course (yellow text). For the same dimensions, the children’s self-efficacy, motor competence, and enjoyment were measured (black text). The children-instructor relationship is the basis of educational and sports success. NSC = need supportive communication.