Optimising Sprint Performance in Rugby: Insights from a Systematic Review of Training Methods

Background: Sprint performance is crucial in rugby, impacting offensive and defensive actions. Despite increasing research on team sports, specific sprint training guidelines for rugby remain limited. This review evaluates the effectiveness of various training methods to improve sprint performance in semi-professional and professional players. Objectives: To identify and assess the most effective training methodologies for improving rugby sprint performance and provide evidence-based recommendations for coaches. Methods: A systematic review adhering to PRISMA guidelines was conducted across PubMed, Web of Science, and SPORTDiscus, including studies published before November 2024. Eligible studies focused on Rugby Union, Rugby League, or Rugby Sevens players undergoing resistance-based or sprint-specific training for at least four weeks. Exclusion criteria included amateur players, athletes under 16, or interventions using advanced technologies. Methodological quality was assessed using the PEDro scale. Results: Twenty-six studies involving 644 rugby players were analysed. Training programmes ranged from 4 to 18 weeks (average: 8 weeks) and were categorised into resistance training, small-sided games, and sprint-specific methods. Resistance training combined with plyometrics and agility drills achieved the most significant sprint improvements. Small-sided games enhanced sprint performance by simulating game-like scenarios, while resisted sprint training showed notable results for short-distance acceleration but limited maximum speed gains. Conclusions: Rugby sprint performance improves through periodised training protocols incorporating resistance exercises, plyometrics, and sport-specific drills. Coaches should use small-sided games and resisted sprint training to target short-distance acceleration and agility. Further research should examine the long-term effects of these methods and their influence on match performance.