L’objet de ce travail de recherche est de s’interroger sur la dialectique entre la professionnalisation et la mondialisation du rugby à XV et l’évolution des ancrages territoriaux qui en découle, en fonction du modèle sportif qui est propre à chaque terrain d’investigation sélectionné : la Bretagne, le Munster et la Géorgie. L’enjeu est de démontrer dans quelle mesure la professionnalisation des organisations et des acteurs sportifs est le moteur à la fois de la globalisation rugbystique et de nouvelles logiques oligopolistiques de différentiation territoriale du rugby, aux différentes échelles spatiales. S’étant diffusée au sein des championnats domestiques amateurs, cette professionnalisation provoque des dynamiques au profit des territoires sportifs les plus compétitifs et les mieux intégrés au reste du monde rugbystique globalisé, tout en étant le vecteur d’identités territoriales spécifiques. Le choix des trois terrains d’enquête résulte de la pertinence de s’interroger sur l’articulation entre les modèles sportifs et les ancrages territoriaux pour appréhender chaque modèle de production d’espace rugbystique, et sur les formes spécifiques d’ancrage territorial de la pratique du rugby, en considérant celui-ci comme un médiateur territorial. Pour chaque terrain d’enquête, tout en procédant par itération, la mise en oeuvre de la méthode de la triangulation permet d’approfondir et de mettre à l’épreuve les concepts mobilisés. Trois grandes approches de l’analyse socio-spatiale du sport sont privilégiées : l’approche structurelle, l’approche systémique, et celle qui donne de l’importance au rôle des acteurs. / The aim of this research work is to wonder about the dialectic between the professionalization and the globalization of the rugby union, and the evolution of the resulting territorial anchorages, depending on the specific sporting model of the investigation lands that have been selected: Brittany, Munster and Georgia. The issue is to demonstrate to what extent the professionalization of the organizations and the sporting actors is at the same time the driving force of the rugby globalization and of new rugby territorial differentiations’ oligopolistic logics, on various levels in geographic terms. Being diffused into the domestic amateur championships, this professionalization stimulates dynamics in favor of the much competitive sporting territories and the best integrated to the rest of the globalized world, while being the vector of specific territorial identities. The selection of the three investigation lands stems from the relevantness of the interrogation on the link between the sporting models and the territorial anchorages to comprehend each model of rugby territorial production and the specific forms of the territorial anchorage of the rugby practice, considering this sport as a territorial mediator. For each investigation land, while proceeding by iteration, the triangulation method implemented allows to go deeper and to test the concepts that have been mobilized. Three major socio spatial analysis approaches have been focused: the structural approach, the systemic approach and the approach that highlights the actors’ role.

This thesis is the first oral history study of English rugby union. Through personally conducted interviews, it focuses on the experiences of men who played rugby union for England in the post-war, amateur era, and considers what they can tell us about both the sport and the society of which it was a part. The period it covers begins with the end of the Second World War, in 1945, and ends when rugby union ceased to be an amateur sport, in 1995. These fifty years were a time of both change and continuity, and it is a primary concern of this thesis to consider the extent of each in both rugby union and in wider society. Through looking at, in particular, English rugby union’s links with education, its relationship with work in a period in which its players were amateur, and its place on the spectrum of class, this study demonstrates, above all, the durability of rugby union’s social core, even in the midst of outward change to the sport. In doing so, it makes an important contribution to the historiography of both British sport and post-war Britain more generally, arguing for consideration of social continuity among a field largely dominated by notions of change. It also constitutes a unique study of a particular group of middle-class men, and demonstrates that sport – and oral history – can add much to our understanding of post-war social history.

A study was conducted on the self-reported symptoms of Mild Traumatic Brain Injury sustained in Rugby Union at the pre- and post-season stages. A full sample of 30 rugby players at Rhodes University was compared to 27 non-contact sport controls. A reduced sample of 20 rugby players and 9 control participants provided improved control for education and IQ and was compared. Measures included the WAIS-III Vocabulary and Picture Completion Sub-tests to estimate IQ level, the symptom checklist on a widely used computer-based program (ImPACT), and a paper and pencil self-report 31-Item Post-Concussion Symptom Questionnaire. Independent and Dependent T-Test comparisons were conducted on the full and reduced samples. The symptoms reported by the rugby group appeared to be more pronounced on both the ImPACT Symptom Scale and the 31-Item Post-Concussion Symptom Questionnaire when compared to the control group at both the pre-and post-season stages. It was concluded that the rugby players demonstrated evidence to support the hypothesis of having sustained more previous concussions and reporting more symptoms at the pre-season stage when compared to comtrol participants. No prevalent changes for either the rugby or control groups were seen in dependent comparisons from pre-to post-season.

L'objectif général de ce projet était d'analyser l'activité lors de compétitions de niveau international en rugby à XV et d'explorer l'évolution du niveau d'activité au cours du match pour quantifier la fatigue. Dans une première étude il a été démontré que le niveau d'activité ne variait pas de façon significative au cours du match si l'on quantifiait l'activité des joueurs par l'analyse de la vitesse et du rapport entre la durée d'activité et la durée de la récupération. Par contre, on observe une diminution significative de l'accélération moyenne sur la deuxième mi-temps, cette diminution étant plus particulièrement marquée pour le groupe constitué des troisièmes lignes et des talonneurs. Dans une deuxième étude, nous avons proposé d'étudier la fatigue lors de 12 répétitions d'exercice statique simulant la poussée en mêlée. Les résultats démontrent une diminution significative de la force produite de 11,7 % ce qui est relativement faible si l'on considère le protocole qui consistait à répéter 12 fois 5 s de poussée maximale entrecoupées de périodes de récupération de 15 s. Le faible coût métabolique de la contraction isométrique en comparaison de la contraction concentrique pourrait expliquer la diminution relativement faible de la force produite. L'ensemble de ces résultats suggère que l'enchaînement des séquences de jeu statiques et dynamiques et des périodes de récupération lors d'une compétition internationale permet de maintenir le niveau global d'activité / The overall objective of this project was to analyze the activity at international level competitions in rugby union and to explore the evolution of the level of activity during the match to quantify fatigue. In the first study it was demonstrated that the level of activity did not vary significantly during the match if velocity and the ratio between duration of activity and of recovery periods were analyzed. A significant decrease in the average acceleration in the second half was evidenced; this decrease was particularly marked for the group constituted by back rows and hookers. In a second study, we proposed to study fatigue during static exercise simulating the scrum. The results show a significant decrease in the force produced by 11.7 %, which is relatively low considering that the protocol consisted in 12 time 5 s of maximum effort interspersed with recovery periods of 15 s. The low metabolic cost of isometric contraction compared to concentric contraction could explain the relatively small decrease of the force produced. Taken together, these results suggest that the players’ combinations of action, static or dynamic, and recovery times were optimal for preventing large decrease in physical performance

Neurocognitive and symptom profiles of concussed and nonconcussed adult provincial rugby union players were investigated over one rugby season, including early season (baseline), intermittent postconcussion, and end of season testing. In a non-equivalent quasi-experimental design, nonconcussed (n = 54) and concussed (n = 17) rugby groups were compared with demographically equivalent noncontact sport controls (n = 37, and n = 17, respectively). Measures included the ImPACT cognitive and symptom composites, and the WMS-III Visual Reproduction and Verbal Paired Associates subtests. The independent and dependent comparative analyses in respect of both nonconcussed and concussed groups, provided cross-validation of poorer acute and/or chronic neuropsychological outcomes for the rugby groups on the ImPACT Reaction Time, Visual Motor Speed, Impulse Control and Symptom composites, and the WMS-III Verbal Paired Associates. The finding of significantly poorer scores on Verbal Paired Associates up to 24 days post concussion for the rugby players versus controls, was longer than the 7 – 10 day recovery period frequently cited in the literature. The overall implication of the study is that even in a group with high cognitive reserve such as these provincial level athletes, there may be prolonged acute recovery, as well as permanent deleterious neuropsychological consequences of cumulative concussive injury in association with a sport such as rugby. Accordingly, the move towards careful individualised postconcussion monitoring of neurocognitive functioning is endorsed, including early identification of any significant permanent reductions in cognitive reserve. Sensitivity of the ImPACT test might be enhanced via inclusion of a verbal associate learning task.

L'objectif principal de la thèse est de comprendre comment se construit la politique sportive d'une fédération sportive nationale. Le cas de la Fédération Française de Rugby (FFR) est étudié sous la forme d'une Recherche-Intervention, cette organisation ayant souhaité engager des réflexions autour de sa politique sportive, un objet qu'il a fallu appréhender et conceptualiser dans le cadre d'une fédération nationale. Cet objet est envisagé comme un processus de co-construction, entre des acteurs fédéraux (siège) et territoriaux (structures décentralisées et déconcentrées). Pour étudier ce processus et notamment les logiques d'acteurs, nous avons mobilisé la théorie de la traduction (Akrich et al., 2006), associée au concept de rapport de prescription (Oiry, 2012). La théorie de la traduction évoque la notion d'actants, pour désigner ces acteurs et prendre en considération des éléments de l'organisation dits « non-humains » (actants non-humains), qui ont aussi une influence et un impact sur ce processus. Notre problématique centrale est ainsi formulée comme suit : quelles sont les dynamiques actantielles à l'oeuvre dans la co-construction d'une politique sportive fédérale ? L'idée générale, au travers de notre cadre d'analyse, est d'exprimer comment ces acteurs, par le biais de leurs visions et de leurs perceptions (leurs traductions) et leurs collaborations/confrontations (leurs rapports de prescription), vont coconstruire la politique sportive fédérale en question. Cette thèse ambitionne d'appréhender à la fois l'intégration de cette politique dans l'organisation fédérale, et la formation d'un réseau d'acteurs qui, parallèlement, se configure et se stabilise. / The main purpose of this thesis is to understand how a national association sport policy is elaborated. The case of the French Rugby Union (FFR) is studied as part of an intervention-research, as this organisation initiated some reflections around its sport policy, an object that we had both to apprehend and conceptualise. This object is considered as a co-construction process, between national and regional actors. In order to study this, we mobilise the Actor-Network Theory (Akrich et al., 2006), associated with the concept of prescriptive relation (Oiry, 2012). The Actor-Network Theory (also known as the sociology of translation) highlights the presence of both human and non-human actors which can have an impact on this process. In this way, our research question is: what are the actors' dynamics during the co-construction process of the federal sport policy? The general idea, throughout our framework, is to express how the (human) actors, thanks to their representations (their translation) and their collaboration / confrontation (their prescriptive relation) are going to co-construct the federal sport policy. The aim of this thesis is to apprehend both the integration of this sport policy into the federal organisation (the FFR) and the creation of an actor-network, which, simultaneously, is configuring and stabilising itself.

This study is a micro level case study which in addition to attempting to establish whether integration in sport lends itself to the integration of broader society, documents and analyses the integration experiences of two Durban amateur soccer clubs. Because soccer in most South African schools currently forms part of the school curriculum which is relatively neglected when compared with sports such as rugby and cricket, it was necessary to focus on amateur club soccer which caters for the soccer playing aspirations of the youth. Areas focussed on included the ways in which historical, race, class, cultural, ethnic and gender dynamics which operate within South African society influenced the integration process. The integration experiences of players and officials from both clubs were recorded and presented as findings. These findings were analysed against the background of local and international multicultural, sport and gender literature. The two key questions asked were: i) does integration in sport rend itself to integration in society; and ii) does the shared understanding of masculinities within male sports lend itself to integration within male dominated teams. It was established that although integration in sport can assist with the broader integration of South African society, important historical, cultural, class, ethnic and gender dynamics which operate within society have to be negotiated by all role players before a significant iintergation can take place. / Thesis (M.Ed.)-University of Natal, Durban,1997.

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013