Bibliographic record
Abstract
The purpose of this study was to examine the relationship between assertive and aggressive behaviors and performance in elite international rugby. Hostile and instrumental aggressive and assertive acts were examined in relation to performance, competitive level, competition stage, timing of aggression, field position and points differential between teams. The data sample consisted of teams competing in the 1999 Rugby World Cup tournament in Wales. Teams examined were the top four teams at the end of the tournament (classified as successful) and the five teams which failed to win a match in the tournament (classified as unsuccessful). Hostile and instrumental aggressive and assertive behaviors were coded on the basis of an extensive observation schedule of the players in each of the matches. All games were recorded on videotape so they could be observed accurately and objectively. A series of one-way analyses of variance were conducted on the data comparing assertive and hostile and instrumental aggressive acts, with field position, time in the game, stage in the tournament, and teams (successful or unsuccessful). Where ANOVAS found significant differences between conditions posthoct tests were conducted. Findings indicated that hostile and instrumental aggressive behaviour was not related to performance for teams competing at the 1999 Rugby World Cup Tournament. Aggressive behaviour was also found to be unrelated to the stage of the tournament that teams were competing in, or the period of the game. No differences were found in the levels of hostile and instrumental aggressive behaviour between successful and unsuccessful teams. Analysis of aggressive behaviour, point's differential, and field position indicated that most acts of aggression occurred in the neutral zone of the field and when scores were close. Assertive play was positively related to performance, competitive level, and stage of the tournament. The results are discussed in relation to previous findings and implications for coaches discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".