Various methodological approaches have been employed to investigate talent identification and talent development in rugby union. To date, however, no studies have examined an English Premiership rugby union academy using a mixed-method, multidisciplinary approach. Therefore, in collaboration with Worcester Warriors Rugby Union Club, this project aimed to: (a) systematically review the existing literature on talent identification and talent development systems in rugby union, (b) identify factors that differentiated selected and non-selected U15 players, by playing position, during initial academy entry, (c) examine multidimensional characteristics distinguishing players across age groups (U16–U21) and playing positions within a professional academy, (d) identify key differences between the academy’s ‘top ten’ and ‘bottom ten’ players, based on coaches’ perceptions of potential to reach senior professional status, (e) explore professional players’ and coaches’ perceptions of the talent identification and talent development processes in rugby union, and (f) provide practical implications for coaches and practitioners involved in youth rugby talent pathways.
Guided by the ecological dynamics framework, our findings revealed that while significant differences exist between playing positions, the most frequently studied constraints in the literature were task, performer, and environmental factors. Sprint time emerged as the most critical physical factor distinguishing both selected versus non-selected players, and top ten versus bottom-ten perceived potential players. Overall, players were required to develop anthropometric and physical characteristics aligned with their age and positional demands.
Significant relative age effects were also observed, with relatively older players overrepresented across all age groups. Environmental and performer constraints differentiated playing positions, whereas task and environmental constraints distinguished between perceived player potential. Both players and coaches reported that task, performer, and environmental constraints influenced progression toward senior professional status in different ways. This project offers an initial framework to guide policy makers, coaches, and practitioners within rugby union academies. It underscores the value of adopting a mixed-method, longitudinal, and multidimensional approach when investigating talent identification and talent development in processes in rugby union.