Structure of the training process for qualified rugby players

One of the issues in modern sports theory is the problem of optimizing the training process, transforming training activities into a adequately manageable process. Certain conditions are required for this. Firstly, the training process should be considered not locally and unilaterally, but its essence and components should be analyzed from various perspectives. Secondly, the factors limiting athletic achievements should be known and scientifically justified. Thirdly, the connections and interrelationships of components of competitive, and consequently, training activities have been defined and studied. Fourthly, means and methods of monitoring the level of development of individual aspects of preparedness have been developed, and most importantly, methods of assessing integral preparedness. Relevance: The specific feature of competitive activity in team sports lies in the structural and substantive complexity characterized by diverse multifunctional activities of athletes with different playing roles. These characteristics are also inherent in rugby. In sports theory, the concept of "competitive activity" holds fundamental significance. This significance encompasses numerous aspects of activity, and competitive activity is not only viewed as an object but also as a subject of human activity in general [2,3,4,8]. Research Objectives: To achieve the set goal, the following objectives were determined: 1. Identify the structure and content of competitive activity among qualified rugby players. 2. Develop the content of training activities for rugby players considering the structure and content of competitive activity in rugby. Research Methods: The following research methods were employed to address the stated objectives: 1. Analysis of scientific and methodological literature. 2. Summarization of coaches' experience. 3. Pedagogical observation. The structure of the training process for qualified rugby players is based on objectively existing patterns of athletic development and the establishment of sports mastery. These patterns are determined by a range of factors that influence the effectiveness of competitive activities and the optimal structure of preparedness. Numerous studies on the structure and content of the annual training cycle for team sports have shown that the preparatory period exhibits a progressive dynamic growth in all performance indicators. Authors concur that the structure of the preparatory period should comprise three stages: general preparatory, specific preparatory, and pre-competitive stages. The first stage of the preparatory period is the general preparatory stage. During this stage, there is a significant increase in the volume and intensity of training loads, primarily focusing on volume growth. The main content of training sessions involves general physical preparation 60% and specific physical preparation 40%. Second Stage of the Preparatory Period - Specific Preparatory Stage. During this stage, there is a cumulative reduction in training volume and an increase in intensity. The ratio between general preparation and specific preparation is 30% to 70%. The training methods clearly emphasize specific preparatory and competitive exercises. Alongside the elevation of functional capacities and specific physical qualities associated with morpho-functional system adjustments, the preparatory period addresses the improvement of individual aspects of preparedness. It is crucial to optimally align the components of preparedness in the training process. The third stage is the Pre-Competitive Stage, identified as most suitable for the upcoming competitive activities. During this stage, the training process structure shifts its focus towards tactical preparation, addressing both technical and physical preparation tasks. Training sessions incorporate game-based and competitive methods. Teams participate in various tournaments that enable more effective preparation for the main competitions. The duration of the preparatory period, its length, structure, and the content of its stages, as defined by various authors, show significant variations. The determining factor in establishing specific preparation timelines is the sports calendar of the upcoming season. The scheduled dates of major competitions have determined the periods during which athletes' preparation should be planned [4,5,6]. For qualified rugby players, the competitive period is single-cycle, from April to October. Maintaining optimal athletic form throughout an extended competitive period with a high density of competitions is quite challenging. Therefore, coaches are compelled to plan a fluctuating development of athletic form during the competitive period, gradually peaking the team's performance for the most crucial matches. In the training process, the means and methods constitute the content of the preparation structure and are shaped in accordance with the patterns of achieving sports mastery. As known, regarding the actions performed by athletes in competitive activities, all exercises are categorized into competitive and preparatory. Preparatory exercises are further divided into specific preparatory and general preparatory exercises. The transition period is highly important in the year-round training of qualified rugby players, as the extended and intense season results in significant expenditure of physical and nervous energy. Naturally, to begin a new cycle, adequate time for complete physical and psychological recovery is essential. Conclusions An analysis of scientific and methodological literature indicates that the structure and content of competitive activity are paramount in addressing the tasks of programming and conducting the training process. Exercises with an integral focus should closely align with the structure and content of competitive activity, and their development stands as a priority direction in enhancing the training process.