M.A. / South Africans are known for their love of sports and rugby is one of the most popular sports in the country. Due to this nationwide love of rugby children are often exposed to the game from a very young age. However, children’s participation in competitive rugby is a complex matter. It is unclear whether children participate in rugby for the simple love of the game or because of the competitive culture that is dominant within South Africa. Numerous studies have expressed concerns about children’s participation in rugby due to the physical risks, the psychological stress that accompanies competitive sports, the emphasis on winning (pressure to perform) and the resultant disappointment of losing. Research has also demonstrated that elevated anxiety levels are an integral part of competitive sport participation and impact physiological and psychological behavioural responses. However, previous research has not focused on anxiety in relation to competitive sport participation in the South African context or on the impact that participation in competitive rugby has on children in South Africa. This study thus aimed to investigate the anxiety experienced by high school rugby players and determine the extent to which their involvement in competitive rugby contributes to this anxiety. A within-and-between, quasi-experimental design study was conducted to address this primary aim. Twenty (20) children participated in the study; 10 of the participants played high school rugby, while the remaining 10 participants were not involved in any sport.

A study was conducted on 74 school first- and second-team rugby players from four Pretoria high schools, to investigate whether start-up A-team players differ significantly from other (B-team start-up and reserve) players on emotional intelligence. It was further investigated whether emotional intelligence is a predictor of rugby performance if measured as being included into the study’s ‘best team’ or being a start-up A-team school rugby player. Various other physical, psychological, social and spiritual predictors were also investigated singularly and in combination with the emotional intelligence predictor to indicate performance. Data were gathered through a self-reporting questionnaire developed by the researcher. The main methods for analysing data used included the Mann-Whitney Test and the Logistic Regression analysis. The study found certain spiritual and social predictor aspects to be significantly related to performance in rugby but not emotional intelligence. Certain underlying emotional aspects where more significant to the study’s B-team players’ performance. / Spiritual aspects / M.A. (Psychology)

A study was conducted on 74 school first- and second-team rugby players from four Pretoria high schools, to investigate whether start-up A-team players differ significantly from other (B-team start-up and reserve) players on emotional intelligence. It was further investigated whether emotional intelligence is a predictor of rugby performance if measured as being included into the study’s ‘best team’ or being a start-up A-team school rugby player. Various other physical, psychological, social and spiritual predictors were also investigated singularly and in combination with the emotional intelligence predictor to indicate performance. Data were gathered through a self-reporting questionnaire developed by the researcher. The main methods for analysing data used included the Mann-Whitney Test and the Logistic Regression analysis. The study found certain spiritual and social predictor aspects to be significantly related to performance in rugby but not emotional intelligence. Certain underlying emotional aspects where more significant to the study’s B-team players’ performance. / Spiritual aspects / M.A. (Psychology)