Table 4.

Coaches’ focus groups results.

Theme	Categories	Sub-categories	Categories’ additional example quotation
Task constraints	Sport participation history	Multisport background	“I think I'd just tell them to trust their instincts, try things they've learned from other sports, because so many of the young lads I have, they're trying to fit to a certain concept that they think is the right person to be and by doing so inhibit themselves quite a lot”.
	Game exposure	Amount of exposure to rugby play Exposure to play against older players	“I think it's good that we get them to compete against each other every now and again. So, we'll have the different centres come, and sometimes, if you're in your little bubble in your centre because at the younger [**0:36:50] centres, they get a sense that they might be very good. But actually, it's when you put yourself out there and you're playing against the other centres, that you realise that, actually, we've got some things to work on. And then as we go into those older age groups […], I know it's really bad. Let's say as under-16 s, we're going away to play other academy teams because, again, you get used to what your group is like but actually we need to see what that challenge is like, because, again, it's not just referencing the strength of our group, but it's referencing what it looks like nationally”.
Performer constraints	Anthropometric	Size Height Exclude late mature players	“I think, […], some of it is those behaviours, and [*coach's name*] mentioned as well, some of it is physical attributes. Basically, there are certain sized, shaped players that need to be in certain positions and if they don't have those attributes, it doesn't really matter how good their skillset is at that […]”.
	Physiological	Physical qualities over skillset Individual characteristics Fast	“So, again, it might be that Player A has good some really good skillsets, but Player B hasn't got them but he's got the physical attributes and size to be a premiership rugby player, so that's where we're going to have to put our resources”.
	Psychological and psychosocial	Hard work Work ethic Select players who ask feedback Commitment Select more coachable players Position specific requirements Slow processing players difficult to progress Mindset Behaviour Confidence Fearless	“When the ball's in the air and you're 50 m away from the ball but you're working as hard as you can to go and make a tackle or get a position to prevent to opposition scoring. Make a try-saving tackle or running 50 m to get an [offload] scrum, a score-winning try, whatever it is, but to see people work off the ball is a massive thing for the way I watch rugby and see behaviours within the children as well as the players”.
	Technical-tactical	Good at basics Sense of game Catch Pass Manipulate defence Footwork around the contact areas	“Do the simple things well. I think sometimes kids think that they've got to do the spectacular to showcase themselves, but actually just doing the basics really well [all the time]”.
Environmental constraints	Socio-economic	Type of school	“Actually being able to see every player play, whether it's a state school that plays [rugby] six weeks of the year and that's it or it's rugby clubs or big private schools, is having relationships with other schools and the guys out on the ground”.
	Culture	Positive and supportive environment Engagement with players Challenged but fun environment Quality of coaching Connection with local community Coaches teamwork Full-time environment	“I think, as *coach's name* touched on just now, it's the people that they have here. It's not as such just bringing in quantity of anyone with a rugby background and interest; it's making sure it's the quality and culture that comes in. So, everyone is here to work as part of that rugby family rather than individual interest just to try and beat each other”.