Integrating Strength and
Power Development in
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the Long-Term Athletic
Development of Young
Rugby Union Players:
Methodological and
Practical Applications
Alexandre Durguerian, PhD,1,2 Julien Piscione, PhD,1 Bertrand Mathieu, MSc,1 and Mathieu Lacome, PhD1,3
1
Performance Department, French Rugby Federation, Marcoussis, France; 2French Cycling Federation, Montigny-le-
Bretonneux, France; and 3Performance Department, Paris Saint-Germain Football Club, Saint-Germain-en-Laye, France
ABSTRACT
THE PURPOSE OF THIS ARTICLE IS
TO DESCRIBE THE TRAINING
STRATEGY BUILT BY THE FRENCH
RUGBY UNION TO OPTIMIZE
STRENGTH AND POWER DEVELOP-
MENT IN ELITE RUGBY UNION
PLAYERS. THE TRAINING PROCESS
IS BASED ON 4 STAGES COM-
POSED OF EDUCATIONAL AND
TECHNICAL EFFICIENCY, WORK
CAPACITY, MAXIMAL STRENGTH,
AND EXPLOSIVE POWER. THE EVO-
LUTION OF THE PLAYER DURING
THESE DIFFERENT STEPS SHOULD
BE ADJUSTED ACCORDING TO
INDIVIDUAL PROGRESSION AND
NOT ONLY THEIR CHRONOLOGICAL
AND BIOLOGICAL AGE. SUPER-
VISED TRAINING SESSIONS WITH
Address correspondence to Dr. Alexandre
Durguerian, a.durguerian@ffc.fr.
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QUALIFIED AND EXPERIENCED
STRENGTH AND CONDITIONING
COACHES ARE PARAMOUNT TO
ENSURE INDIVIDUALIZED TRAINING
AND PROVIDE SOUND PEDAGOGI-
CAL APPROACHES.
INTRODUCTION
crummaging, tackling, lifting, and
S breaking a defensive line are phys-
ical activities specific to rugby
union performance and require high
levels of muscular strength and power
(17). Players’ strength-related perfor-
mance levels, measured using traditional
strength lifts such as squats or bench
press, have been considerably increasing
since the 1990s (15). Studies have also
observed that muscular power output
was a discriminating factor between
players of different competitive levels.
Professional players demonstrated high-
er power performance outcomes in
comparison with lower-level peers
(4,6). These results suggest enhanced
muscular strength and power capacity
among high-standard players but also
a higher buy in to strength and power
training. Beyond the benefits of maxi-
mal strength for athletic performance,
maximal strength also plays an impor-
tant role in injury prevention (30,62).
Therefore, developing strength and
power should be a priority in the phys-
ical preparation of rugby union players
(4). An optimal approach to attaining
this training objective can be achieved
via the use of multijoint movements
(e.g., weightlifting exercises, squats,
and bench press), high-intensity loads,
and high speed and acceleration move-
ments (30). However, incorrect lifting
KEY WORDS:
long-term athletic development; rugby
union; strength; power
 technique or insufficient strength level
can compromise optimal training adap-
tations and increase the likelihood of
injury (56). In relation to player devel-
opment, these statements highlight the
importance of building a logical path-
way from the youth athlete to the senior
international rugby player, allowing for
progressive acquisition of lifting skills
and adaptation of the organism to in-
creases in training load (4).
To our knowledge, only few data exist
regarding the practical applications of
integrating strength and power devel-
opment training in the long-term ath-
letic development (LTAD) of youth and
junior rugby union players (18). The
aim of this article is to describe the pro-
gressive model for the development of
educational, technical, and physical
resistance training competencies devel-
oped by the French Rugby Union. Prac-
tical applications of this model
dedicated to strength and conditioning
coaches (S&C coaches) are provided
alongside theoretical information.
STRENGTH AND POWER
TRAINING: ESTABLISHING
BENCHMARK DATA
Strength and power benchmarks are
based on physical requirements
defined for high-level rugby players.
The physical evaluation process is
described in Table 1. French Rugby
Union standards for strength and
power have been established using
evidence-based data from the literature
(4,36,62) and physical performance
data collected over the past 15 years
in its elite players. These physical as-
sessments aim to aid S&C coaches
define individual strengths and weak-
nesses and subsequently individualize
training programs while providing
opportunities to compare player per-
formance with normative data (48).
At the French Rugby Union, maximal
strength assessments are conducted
using 3 main exercises used in training
programs. These include the back squat,
the barbell bench press, and the barbell
bent-over row using a 3RM protocol.
Maximal strength evaluation is inte-
grated, as much as possible, in the
strength training sessions. Table 2 pro-
vides an example of how the assessment
of maximal strength is implemented in
strength or hypertrophy-oriented ses-
sions in a time-efficient way. The bench
press and back squat movements are rec-
ognized exercises in strength and condi-
tioning programs to measure upper- and
lower-body maximal strength (3,23).
The evaluation of upper-body maximal
pulling strength is also an important fac-
tor to consider (7). The bent-over row
exercise, with the trunk parallel to the
ground, has previously been proposed
in the physical development pathway
of high-performance tennis players (53).
The bent-over row has been shown to
produce greater level of muscle activation
for the upper, middle and lower portions
of the trapezius muscles in comparison to
other pulling exercises (31) and requires
a high stiffness level of the thoracic and
lumbar spine (22). Both components are
key physical factors involved in lower
back injury prevention (49) and specific
pulling actions (i.e., rucks) (21). Neverthe-
less, the S&C coach should carefully
monitor and inform athletes about the
importance of proper technical execution
and trunk stability during the lift, espe-
cially when using heavy loads.
Weightlifting exercises, including
snatch and clean, but also power and
hang variations, play a main part in
technical, postural, and power devel-
opment (30,34). Regarding the high
level of strength produced in a short
period, these exercises represent an
excellent benchmark for evaluating
power and explosive strength capacity
(28,34). However, one has to keep
in mind that when using weightlifting
movements, perfect technical execu-
tion should remain a prerequisite
before training volume and intensity
are increased (34,43). Finally, the coun-
termovement jump (CMJ) test, which
is validated for measuring lower-body
power (47), is also used because it re-
quires less technical skills than

Table 1
References for maximal strength and power tests for elite senior players

Objectives of physical performances for elite senior players

Lift/movement Less than 100 kg More than 100 kg

Maximal strength Back squat, 3RM 170–200% BW 160–190% BW

Bench press, 3RM 140–160% BW 130–150% BW
Bent-over row, 3RM 110–130% BW 100–120% BW
Explosive strength Power clean, 1RM 140–160% BW 130–150% BW
Power snatch, 1RM 90–110% BW 80–100% BW
Maximal power CMJ .50 cm .40 cm
Standards are based on the percentage of bodyweight (BW) to account for individual differences, except for the countermovement jump (CMJ)
test.

1RM 5 1 repetition maximum.

19
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 Strength and Power Development in Rugby Union Players

Table 2
Practical examples of the implementation of maximal strength evaluation during a strength training session for rugby
union players
Strength evaluation During a hypertrophy-oriented session During a strength-oriented session

3RM back squat 3 3 80% 3RM 3 3 80% 3RM

2 3 87% 3RM 2 3 87% 3RM
1 3 95% 3RM 1 3 95% 3RM
3RM test, set 1 3RM test, set 1
3RM test, set 2 if necessary 3RM test, set 2 if necessary
Reduce 3RM load by 25% for 2 sets of 8 Reduce 3RM load by 10–15% for 2 sets of 5 repetitions,
repetitions, 39 rest between sets 3–59 rest between sets
3RM bench press 3 3 80% 3RM 3 3 80% 3RM
2 3 87% 3RM 2 3 87% 3RM
1 3 95% 3RM 1 3 95% 3RM
3RM test, set 1 3RM test, set 1
3RM test, set 2 if necessary 3RM test, set 2 if necessary
1 drop set: Rest-pause set:
6 repetitions with 80% 3RM load Reduce 3RM load by 10%
6 repetitions with 70% 3RM load Perform 3 repetitions, 30-s rest, perform 2 repetitions,
6 repetitions with 60% 3RM load 30–40-s rest and then perform 1 repetition
2 sets, with 4–59 recovery between sets

weightlifting exercises. Moreover, the
CMJ test does not require the use of
additional weights and allows for reg-
ular and rapid evaluation during the
training process.
The need for high level of strength and
power standards implies the use of inten-
sified and specialized strength and power
training methods, such as high-intensity
power clean and power snatch exercises
(80–100% 1 repetition maximum
[1RM]), contrast and complex training,
plyometrics, and ballistic movements
with senior players (4,6,68). This state-
ment highlights the importance for
young athletes to develop “Resistance
Training Skills Competency” (RTSC)
(19), which reflects the capacity to per-
form near-maximal lifts with appropriate
technique and preparation. This founda-
tion will serve as a primary step on which
the development of a solid base for
strength and power capacity will be built
on during the later stages (51). Achieving
a high level of strength is also crucial
before the utilization of more complex
and specialized strength and power train-
ing methods to optimize physical devel-
opment (4,20,57). The rate of force
development (RFD) and the capacity
to generate strength with speed are fac-
tors more specifically related to athletic
performance (30,62). Accordingly, maxi-
mal strength has been shown to play
a crucial role in achieving high levels of
muscular power and RFD (6,12,30).
Therefore, power and RFD-oriented
training should be considered the final
step of the training process (Figure 1)
(6,13,30,37,62). The evaluation process
is also adjusted according to this training
philosophy, the emphasis being more
focused on technical mastery during
the first and second training stages and
less on the amount of weight actually
lifted (Table 3). The evaluation criterion
will then put more emphasis on strength
and power capacity because these are the
main physical developmental objectives
of the third and fourth training stages.
INTEGRATING STRENGTH AND
POWER TRAINING IN THE LONG-
TERM ATHLETIC DEVELOPMENT
OF RUGBY UNION PLAYERS
Questions remain about when and
how strength and power training
methods should be implemented dur-
ing athletic development to ensure
optimal and safe progression. Balyi
and Hamilton (9) have previously
described a progressive and coherent
pathway, named the LTAD, starting
from the initial steps of basic move-
ment patterns during childhood until
senior level. The authors proposed
the concept of “windows of opportu-
nity,” which represents specific phases
of psychobiological maturation process
(i.e., before, during, or after puberty),
when the opportunity for development
of physical competencies is supposed
to be maximized. This model suggests
that stimulation of a physical quality
outside of this temporal period may
hinder optimal development (9). How-
ever, there is no existing data to con-
firm this argument (24,44). Recently,
some authors have questioned the
LTAD model suggesting that physical
training, especially strength and power
capacity, should be viewed as a contin-
uum process and as such be performed
during the athlete’s entire sporting
career (42). Moreover, muscular
strength has a positive influence on
the development of other physical
components and specific performance
capacity (20,45). It is now deemed that
strength training can be implemented
even among children and adolescent
athletes, provided that appropriate
programs and qualified supervision
are ensured (24,42,43). In our opinion,
strength and power development
can be optimized if proper strength
and power training education and

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Figure 1. Philosophy of the training process for optimal development of strength and
power capacity among rugby union players based on Duthie (18), Fai-
genbaum et al. (20), Haff and Nimphius (30), and Lloyd and Oliver (42).
technical-related skills are prioritized
during the primary phases of the phys-
ical development pathway. As such,
a training philosophy that focuses on
technical mastery and work capacity
before strength is more likely to allow
optimal adaptation from strength train-
ing when prioritized accordingly. This
then serves as a solid foundation on
which to build power and sport-
specific biomotors later in an athlete’s
career (Figure 1). The strength and
power developmental model described
in the present article is composed of 4
stages, each focused on educational,
technical, and physical objectives, which
should be achieved before progressing to
the next level. This strategy allows the
adjustment of the training process
Copyright © National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
according to individual progress and
maturation (Figure 1) (20,42,43).
Before engagement in tangible techni-
cal and physical developmental pro-
grams, it is important to remember
that acquisition of fundamental move-
ment skills (e.g., running, jumping,
throwing, and kicking) and sufficient
mobility are not only essential in build-
ing efficient sport-specific skills but
also RTSC (42,43,55). Appropriate
technical and physical evaluation
should be provided to verify these
competencies before initiating acquisi-
tion of resistance training skills. At the
French Rugby Union, we expect the
young athlete to master basic core
movements such as the cat and cow
(41), Spiderman crawls, and Superman
exercises (43). When considering
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resistance training skills, we put the
emphasis on the young athlete’s ability
to correctly perform a full range of
motion (ROM) squat and an overhead
squat with a wooden stick (43). The
ability to perform these movements in-
forms the S&C coach about the capac-
ity of an adolescent athlete to engage in
the first training stage and address
potential functional deficits through
corrective exercises (51).
STAGE 1
GLOBAL TRAINING OBJECTIVES
The first stage of this developmental
pathway represents the foundation
on which global physical fitness will
be built on. This period is a crucial
phase to address the educational
and technical basis of resistance train-
ing (RTSC concept) for proficient
long-term development of strength
and power. As stated previously by
Faigenbaum et al. (20), “the concept
of RTSC does not imply that all chil-
dren will achieve a high level of tech-
nical competence in all exercises, but
rather suggests young athletes should
have the opportunity to learn and
practice the desired skills in a con-
trolled environment.” Acquisition of
proper lifting technique should be
a prerequisite before attempts are
made to enhance physical quality.
Therefore, education on strength
training and technical proficiency
for the main lifts should represent
the first step and objective of this gen-
eral pathway (Table 3). From this per-
spective, proper coaching and sound
pedagogical approaches are essential
(46). Therefore, experienced coaches,
especially those working with chil-
dren and adolescent athletes, should
design and supervise training sessions
while monitoring individual progres-
sion (55). We encourage composing
small training groups (1 S&C coach
for 6–8 athletes) to facilitate individ-
ual coaching and personalized cues
for optimal adaptations (55).
TRAINING PRINCIPLES
Table 5 presents an example of a full-
body strength training session during
stage 1, composed of the main strength
21
 Strength and Power Development in Rugby Union Players

Table 3
Description of the 4 training stages of the developmental pathway for strength and power development

Stage 1 Stage 2 Stage 3 Stage 4

Chronological age (y) 14–15 15–16 16–18 18–21
Associated biological Peak height Hormonal maturation Hormonal Hormonal maturation
maturation velocity maturation
Peak weight
velocity
Minimal training experience X 3 mo 6–12 mo 2y
required
Standards
Back squat 3RM (% BW) 110% 110–140% 140–170% 170–200%
Bench press 3RM (% BW) 90% 90–110% 110–130% 120–150%

BO row 3RM (% BW) X 70–90% 90–110% 110–130%

Power clean 1RM (% BW) 70–80% 80–100% 100–130% 130–160%
Power snatch 1RM (% BW) 50–60% 60–75% 75–90% 90–110%
CMJ (cm) 40 (,90 kg) 40–45 (,100 kg) 45–50 (,100 kg) .50 (,100 kg)
30 (.90 kg) 30–35 (.100 kg) 35–40 (.100 kg) .40 (.100 kg)
Technical objectives Technical proficiency Technical proficiency on all lifts Technical proficiency Technical proficiency with
on the main lifts Landing pattern with high loads high-speed lifts
Lower back Plyometrics High plyometrics (reactivity
positioning and explosiveness)
“How to miss”
Strength education: Preparation to Autonomy in the Assisting partners as Collaborates with the S&C
behavior in the gym physical effort warm-up phase a spotter coach to optimize the
Safe lifting Autonomy for (heavy loads) training program
Weight storage accommodating exercises Specific material for
after use Assisting partners as a spotter heavy lifting
(e.g., WL shoes)
Strength education: Importance of RT Name of the RT lifts, exercises, Records and Adjust the load according to
resistance training (RT) for rugby objectives and machines objectives in the the number of repetitions
related knowledge of RT Main muscle groups involved main lifts Autonomy in mobility drills
Name of the main lifts Notion of tempo, relation Reading and and prehab routines
Notion of repetitions, between repetitions and understanding Individualization of daily
sets, and recovery training objectives training programs nutrient intakes
Basic nutrition guidelines Qualitative daily
nutrient intakes

1RM 5 1 repetition maximum; CMJ 5 countermovement jump; RT 5 resistance training.

and power training exercises (Table 4).
If the time devoted to resistance train-
ing is limited, the sessions can be con-
ducted before in-field training sessions.
Volume and intensity are low to allow
for correct teaching of lifting. At this
stage, athletes and coaches should
not look at how much they can lift,
but rather on how well they can lift.
Training duration and volume is kept
low to avoid excessive stimulation of
the neuromuscular system and
ensure quality of training. Focusing
on technical and postural skills does
not mean that the other aspects of
strength and power training will not
be addressed. Basic resistance training
exercises, such as military press and
dumbbell pressing and pulling move-
ments, and power exercises, such as
bilateral low impact plyometrics or
box jumps, should be integrated.
This strategy will allow athletes to
achieve technical mastery to optimize
the development of hypertrophy and
explosiveness during later stages. Pos-
tural and technical proficiency should
remain a cornerstone of the strength
training program, even following
the first stage, and should always be
the first aspect to consider when
designing and adjusting training pa-
rameters. As mentioned earlier, the

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 TRAINING PRINCIPLES
Table 4
Description of the main upper- and lower-body exercises used in the training Resistance training volume is enhanced
program for developing for muscular hypertrophy and maximal strength concomitantly through increased
training frequency and the number
Main LB exercises: of exercises and sets performed during
Back squat, front squat, deadlift, Bulgarian squat, split squat, and hip thruster each session (Table 6). This training
strategy is achieved by athletes per-
Main UB horizontal push/pull exercises forming 6–7 exercises in the session
Bench press, push-ups, and DB bench press with 3–4 sets (warm-up sets not
included) for each exercise. Neverthe-
BO row, 1 arm row, roman chair row, seated cable row, and reversed push-ups
less, increasing training volume should
Main UB vertical push/pull exercises be progressive and individually adap-
ted to optimize training adaptations
Military press (upright or seated), inclined DB press, inclined press, and dips
(42). Training intensity is kept low to
Pull-ups (pronated or neutral grip) and lat pull-down moderate and is adjusted according to
technical and postural quality to pro-
BO 5 bent-over; DB 5 dumbbell; LB 5 lower body; UB 5 upper body.
mote high-quality movement. This
principle is particularly important as
new strengthening exercises (second-
progress from one step to another is physical capacity development and ary and auxiliary movements) will be
also related to the achievement should be driven by increasing train- added to the training programs. The
of minimal strength levels and training ing frequency, volume, and then training session parameters will be
experience (Table 3). These principles intensity. Therefore, adding resis- adjusted to embrace these principles.
enable progressive overload of the tance training sessions in the training Between 6 and 10 repetitions for each
neuromuscular system and avoid early program is a primary step toward set should be the target zone because
specialization. higher training loads (Table 6). Dur- these not only allow the athlete to
ing this phase, the S&C coach should tolerate a higher training volume
monitor training load carefully to (high repetitions with increased train-
STAGE 2
avoid excessive increase in training ing load compared with stage 1) but
GLOBAL TRAINING OBJECTIVES load by simultaneously increasing also to achieve high quality of move-
This stage involves an increase in the training frequency of all param- ment with progressively higher train-
resistance training volume to eters (i.e., rugby sessions and meta- ing loads (60–70% 1RM). However,
enhance the athlete’s working capac- bolic conditioning), potentially prioritizing increased training volume
ity. Duthie (18) stated that work leading to a fatigued state or is recommended, especially through
capacity is a prerequisite to any increased injury risk (67). a higher number of sets performed,

Table 5
Example of a resistance training session focusing on technical and postural skills acquisition prescribed during stage 1
(Table 4 for “main exercises” description)
Session 1: full-body/technical and postural skills acquisition/before in-field session

Stage 1 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Full back squat Technical 8 2011 Light to moderate
Box jumps Explosive strength 5 X 3 120–150 BW
2 Power clean–oriented exercise Technical 5 X Light to moderate
1 core-oriented UB push exercise: Core and hypertrophy 8–10 2111 3 90 BW or light
push-ups / push-ups with instability
3 1 main UB pull Technical 8–10 2011 Light to moderate
2 core exercises Technical and core 20–30 s Static 2/3 60–90 BW
Session duration (min) 45 Integrating instability exercises during warm-up
Ideally, 1 S&C coach for 6–8 athletes
Mobility drills before workout (5–10 min)

BW 5 bodyweight; S&C 5 strength and conditioning; UB 5 upper body.

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 Strength and Power Development in Rugby Union Players
Example of a resistance training session focusing on work capacity and muscular hypertrophy prescribed during stage 2
(Table 4 for “main exercises” description)
Session 1: full-body/technical and postural quality/quantity of quality
Stage 2 Movement
1 Full back squat
2 Main LB exercise
LB posterior chain exercise: leg curl,
nordic hamstrings, and 1-leg RDL
3 Main UB horizontal push
Main UB horizontal pull
4 Main UB vertical pull
Main UB vertical push with DB
Session duration (min)
Preworkout mobility drills (5 min)
Postworkout recovery (basic nutrition guidelines)
DB 5 dumbbell; LB 5 lower body; RDL 5 Romanian deadlift; UB 5 upper body.
before increasing training intensity
(18) (Table 6). This phase should also
address basic nutrition guidelines and
implement postworkout snacks to
educate athletes about the importance
of adequate nutrient intake, improve
individual recovery, and optimize
training adaptations (Table 6). Nutri-
tional education and practical advice
should be provided by a sports
nutritionist.
At the end of this stage, athletes
should have developed autonomy in
the general warm-up phase. Assisting
their teammates as a spotter during the
main lifts (i.e., back squat and bench
press) should also be an educational
objective to ensure a safe lifting envi-
ronment. Concomitantly, athletes
should be aware of the name of the
resistance training exercises and the
main muscle groups involved. The
notion of tempo and the relation
between the number of repetitions
and training objectives should also be
introduced (Table 3). In our opinion,
promoting strength training education
is important to help develop autono-
mous and purposeful athletes.
24 VOLUME 41 | NUMBER 4 | AUGUST 2019
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Table 6
Objectives Repetitions
Hypertrophy 10
Hypertrophy 8–6
Injury prevention 6 3011
Hypertrophy 8–10
10–12
Hypertrophy 8–10
8–6
60 Specific warm-up to resistance training sessions
Managing training load parameters (repetitions, sets, recovery, and
STAGE 3
GLOBAL TRAINING OBJECTIVES
Once RTSC and working capacity
have been developed, the training
goal should then focus on increasing
maximal strength capacity. Strength
development relies on structural (i.e.,
muscular hypertrophy) and neural
factors (e.g., motor unit activation
and motor unit firing rate) (27).
When building long-term maximal
strength, it has been proposed to
put the initial emphasis on the devel-
opment of structural strength-related
adaptations and thereafter focus on
neural adaptations (8,33,61). The
pubertal and postpubertal periods
(age 13–18 years) have been
described as an optimal phase to
integrate muscular hypertrophy–
oriented training because of the
increase in circulating androgen
hormones (42). Once optimal muscle
mass has been developed, higher
training intensities should be pre-
scribed to potentiate neurological
adaptations (8,33,61). In our training
philosophy, hypertrophy and high-
intensity training (i.e., above 85%
1RM) are part of the maximal
Tempo Sets Rest (s) Intensity
2011 3/4 120 60–70%
2111
3 120–150 Moderate
2011
2011 3 120–150 60–70%
2011
2111 2 120 Moderate
intensity)
strength development continuum
and, as such, both contribute to make
the athlete stronger.
TRAINING PRINCIPLES
Stimulating muscle hypertrophy
necessitates mechanical tension,
metabolic stress, and adapted nutri-
ent intakes (14,16,57). The load and
the time under tension, therefore, are
of paramount importance (57). Resis-
tance training programs that aim to
optimize structural adaptations
should activate the glycolytic metab-
olism (lactate and H+ ions produc-
tion) and induce muscular damage
(40,56). This phenomenon is achieved
through sets to failure to maximally acti-
vate muscle groups (11). Even if high-
(60–80% 1RM) and low-intensity
(30–50% 1RM) methods have been
prescribed to promote muscular
hypertrophy (11,16,58), high-training
intensity would be more effective if
achieving simultaneously both muscu-
lar growth and preparation for maxi-
mal strength training (33). A recent
study has also shown that the global
training volume was more important
than the training method prescribed
to stimulate increases in muscular size
 Table 7
Example of a resistance training session focusing on lower-body muscular hypertrophy prescribed during stage 3
(Table 4 for “main exercises” description)
Session 1: lower-body/muscle hypertrophy

Stage 3 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Front squat Hypertrophy 2011 or 80% 3RM;
8–6 3011 4 180 2 RIR
2 Barbell deadlift Hypertrophy 7–5 3011 3 150 Moderate;
2–4 RIR
3 Main LB exercise: hip thruster or split squats Hypertrophy 6–10 2111 Moderate;
LB posterior chain exercise: knee dominant Injury prevention 6/5 3111 2 180 2–4 RIR
4 Transverse plane core exercise Core 2011 Adjusted to
Frontal plane core exercise 6–10 3011 3 120 exercise
modalities
Session duration (min) 60–75 Autonomy during warm-up
Managing specific warm-up to heavy resistance training
Preworkout mobility drills adjusted according to individual needs and previous injury
Preworkout and postworkout nutrition based on individual profile and objectives

LB 5 lower body; RIR 5 repetitions in reserve.

(2). Therefore, resistance training pro-
grams should be composed of high
training volume (6–7 exercises, 3–5
sets, and 6–10 repetitions) with train-
ing intensity programmed between 60
and 80% 1RM. The interset recovery
duration also influences the metabolic
stress induced by the training session
(66). Short interset periods (,60 sec-
onds) increase metabolic stress,
whereas longer interset periods (90–
180 seconds) enable use of higher
training intensities and, thus, achiev-
ing stronger mechanical tension
(32,33). Therefore, unless the athlete
is in rehabilitation, moderate to high
training intensity (60–80% 1RM),
associated with long interset recovery
(90–180 seconds), should be priori-
tized to address hypertrophy devel-
opment and ensure adequate
technical and physical preparation
for maximal strength training. From
this perspective, athletes should have
their own adequate strength training
equipment (e.g., weightlifting shoes,
straps, and belt, if necessary) and be
able to assist their training partners as
spotters when using heavy loads.
They should also know their personal
records and be able to read and
understand the training programs
by themselves. This process enables
the S&C coach to focus on technical
cues, training load adjustment, and
motivational support. Tables 7 and 8
provide an example of lower- and
upper-body muscular hypertrophy
sessions, respectively, prescribed dur-
ing stage 3. A split routine strategy
has been chosen because this allows
a higher volume of work to be

Table 8
Example of a resistance training session focusing on upper-body muscular hypertrophy prescribed during stage 3
(Table 4 for “main exercises” description)
Session 2 (60–75 min): upper-body/muscle hypertrophy

Stage 3 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Bench press 8 2011 80–85% 3RM
1 main UB horizontal pull: bent-over row Hypertrophy 10 2010 3–4 120 Failure on the last set
2 1 main UB vertical pull: pull-ups (pronated grip) 6
1 main UB vertical push with DB: inclined DB press Hypertrophy 10 2011 3 150 1–2 RIR

3 1 main UB horizontal push: weighted push-ups 10–12 1–2 RIR (push-ups)

1 main UB horizontal pull: 1-arm row Hypertrophy 8 EA 2011 2–3 120 2–3 RIR (1-arm row)
4 Biceps or triceps: alternating each week Hypertrophy 10–12 2011 3 120 Sets to failure

DB 5 dumbbell; EA 5 each arm; RIR 5 repetitions in reserve; UB 5 upper body.

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 Strength and Power Development in Rugby Union Players

Table 9
Example of a resistance training session focusing on lower-body maximal strength prescribed during stage 3 (Table 4 for
“main exercises” description)
Session 1: lower-body/maximal strength

Stage 3 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Weightlifting lift from the floor: Explosive
power snatch or power clean strength 3 X 5 120 70–80%

2 Full back squat Maximal 5, 4, 3, 2011

strength and 5 4 180 85–95% 3RM; 1–2 RIR

3 Main LB exercise: split squats (front leg elevated) Maximal 3 EL 2111

LB posterior chain exercise: knee dominant strength 5 3000 2 180 0–1 RIR
(Nordic hamstrings)
4 Transversal plane core exercise Core 2011 Adjusted to exercise
Frontal plane core exercise 6–10 3011 3 120 modalities
Session duration (min) 75–90 Autonomy during warm-up
Managing specific warm-up to heavy resistance training
Preworkout mobility drills adjusted according to individual needs and previous injury
Preworkout and postworkout nutrition based on individual profile and objectives

EL 5 each leg; LB 5 lower body; RIR 5 repetitions in reserve.

performed by the targeted muscles maximal strength development is the STAGE 4

and longer recovery time between
training sessions (33,59).
When focusing on neurological
development, training repetitions
should be kept between 1 and 5 rep-
etitions per set, and the interset
recovery period should be longer
than for hypertrophy methods
(180–300 seconds) to enable imple-
mentation of a higher training inten-
sity (.85% 1RM) (39,63).
Accordingly, a recent study has pro-
posed the use of the rating of per-
ceived exertion, based on
the repetitions in reserve system, as
a method to calibrate the training
load of the prescribed exercises
(32). This seems a pertinent tool for
adjusting the parameters to the daily
fitness level while maintaining the
training goal (32). However, this
training method requires training
experience and should be introduced
progressively to ensure that players
have integrated this principle. When
considering optimal strength devel-
opment and fatigue management,
the global training volume is an
essential parameter and should be
monitored weekly (25,29). Although
main objective of this training phase,
Olympic-style weightlifting move-
ments are still present in the training
program. This strategy allows the ath-
lete to master technical proficiency
with progressively increasing loads
and develop explosive strength. Simi-
larly, low- to moderate-intensity level
plyometrics, such as single- and
double-leg hops, hurdle jumps, and
jump squats should be incorporated
in the training program to improve
muscular power (42) and prepare the
athlete for the upcoming training
stage. Tables 9 and 10 provide an
example of lower- and upper-body
strength sessions, respectively, pre-
scribed during stage 3. As for the
hypertrophy sessions, the French
Rugby Union typically uses a split rou-
tine strategy. The lower-body strength
session is generally performed at the
beginning of the week, 36–48 hours
following the preceding game, to
allow for sufficient recovery (65) and
limit potential negative interactions
with high-intensity in-field sessions
(e.g., speed work and fitness games)
performed later in the week.
GLOBAL TRAINING OBJECTIVES
Muscular power output is defined as
the force applied multiplied by the
velocity of the movement and is one
of the main determinants of athletic
performance (52), especially in rugby
union (6). Improvement in muscular
power represents the final step of
the physical development pathway
(6,8,13,30,37,61,62). Maximal power
output depends on each movement
pattern and individual strength levels
but is generally achieved with a load
equivalent to 30–50% of maximal
strength capacity (6). This phenome-
non is highlighted by the force-
velocity-power relationship (52).
Because rugby union performance re-
quires the ability to exert power
against a large spectrum of external
resistances (e.g., mauls, scrums, run-
ning, jumping, and kicking) (6,17),
both the strength and velocity parts
of the force-velocity curve should be
implemented in the resistance training
program to enable optimal develop-
ment of muscular power capacity
(52). The strength and power devel-
opmental pathway has been designed
to build a solid foundation of

26 VOLUME 41 | NUMBER 4 | AUGUST 2019

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 Table 10
Example of a resistance training session focusing on upper-body maximal strength prescribed during stage 3 (Table 4 for
“main exercises” description)
Session 2 (70–80 min): upper-body/maximal strength

Stage 3 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Bench press Maximal strength 3 2011
1 main UB horizontal pull: bent-over row 5 2010 3–4 180 90–100% 3RM

2 1 main UB vertical pull: pull-ups (pronated grip) Maximal strength 3 2011

1 main UB vertical push with DB: inclined DB press 5 2–3 180 1–2 RIR

3 1 main UB horizontal push: weighted push-ups Hypertrophy 8–6 2011 1–2 RIR
6 EA (pushups)
1 main UB horizontal pull: 1-arm row 2 120 2–3 RIR
(1-arm row)

DB 5 dumbbell; EA 5 each arm; RIR 5 repetitions in reserve; UB 5 upper body.

educational and technical skills and
strength level to optimize specific
explosive strength and power devel-
opment targeted during the fourth
stage (8,18,30,61). However, as mus-
cular power and RFD with high loads
are essential physical determinants for
high-level rugby players, maximal
strength development should remain
an important focus (5). At this stage,
periodizing and individualizing train-
ing loads allow consideration of
interindividual variations in training
responses and optimize the subse-
quent adaptations (10).
TRAINING PRINCIPLES
According to the principle of pro-
gressive overload, increasing training
loads is necessary to improve
strength and power capacity among
high-level athletes (23). In other
words, players need to train more
to improve strength and power.
However, the growing importance
of local and international competi-
tions during this phase could limit
the ability of players to sustain
increased training loads and, there-
fore, raise questions about their
capacity to improve strength and
power levels (3). Strength training
frequency should comprise between 3
and 5 weekly sessions and be adjusted
according to the competitive schedule.
Different periodization strategies (e.g.,
linear periodization, block pattern, and
undulating) should be considered to
optimize training adaptations (10).
Training volume will be adjusted ac-
cording to maintenance or develop-
mental period. Through information
gleaned from scientific recommenda-
tions (1,59) combined with our practical
experience, we advocate that a weekly
training volume of 10–15 sets of maxi-
mal strength is needed to allow for
upper- and lower-body strength main-
tenance. On the other hand, develop-
ing maximal strength and power
capacities would require 15–30 sets
per week and 20–30 sets per week,
respectively. Besides traditional resis-
tance training exercises, reducing the
ROM, adding external resis-
tance through the use of chains and
elastic bands, also called variable
resistance training, or alternating
a maximal strength oriented load
with a lighter load (contrast method)
have been shown to be very effective
in stimulating neuromuscular adapta-
tions and maximizing transfer in
sport-specific performance (5,54,60).
Some authors also propose the use
of movement velocity to provide
visual feedback to the athlete and to
adjust the load lifted according to
movement velocity (35,64). This train-
ing method, called velocity-based
training, has been shown to optimize
maximal power output development
(35). When considering strength and
power transfer, exercise specificity is
an essential parameter (69). In rugby
training, this implies integration of
horizontal-based movements such as
sled pushing or pulling as these are
more consistent with sprinting activi-
ties and specific rugby skills (e.g., tack-
ling) (50).
We recommend implementation of
power and explosive training ses-
sions when athletes are physically
and mentally fresh to ensure optimal
stimulation of the neuromuscular
system. During the competitive sea-
son, a minimal period of 48 hours
after game seems necessary for ade-
quate neuromuscular recovery (65).
Power training exercises will typi-
cally include 3–5 sets with 1–5 repe-
titions for weightlifting movements
and 3–8 repetitions for plyometric
and ballistic movements (5,34).
Training intensity should be adjusted
according to the part of the force-
velocity curve toward which the
exercise is focused (52). When con-
sidering playing position, it is clear
that forwards are more engaged in
static and contact phases and backs
in high-speed running activities (17).
Therefore, forwards should place
more emphasis on the development
of maximal strength and power out-
put against high loads. Backs should
mainly focus on maximal power and

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 Strength and Power Development in Rugby Union Players

Table 11
Example of a resistance training session during a competitive microcycle focusing on lower-body maximal strength
(forwards) or explosive strength (backs) prescribed during stage 4 (Table 4 for “main exercises” description)
Session 1: lower-body/maximal strength (forwards) or explosive strength (backs)/36–48 h after game

Stage 4 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

Forwards 1 Full back squat Maximal strength 5–3 2011 or 2111 4 180–300 RPE 8–9 (1–2 RIR)
Forwards 2 Weightlifting lift: Explosive strength
power clean or power snatch 2 X 4–5 120 80–90% 1RM

Forwards 3 1 main LB exercise Hypertrophy Adjusted to exercise

6/5 2111 3/2 120–180 modalities
1 LB posterior chain exercise (Ecc) Injury prevention 5–3 3011–4011
Forwards 4 Transverse core exercise Explosive strength Adjusted to exercise
Frontal plane core exercise Core strength 8–6 X 3/2 120 modalities

Backs 1 Weightlifting lift: Explosive strength

power clean or power snatch 3 X 5 120 s 70–80% 1RM

Backs 2 908 back squat contrasted with Maximal strength 3 2011 60 s 90–95% 3RM
Jump squats Explosive strength 4–6 X 3 180 s Adjusted for
1.5 m.s21
Backs 3 1 main LB exercise Maximal strength 3 2111 Adjusted to exercise
1 LB posterior chain exercise (Ecc) Injury prevention 5–3 3011–4011 2 120–180 modalities
Backs 4 Transverse plane core exercise Explosive strength Adjusted to exercise
Frontal plane core exercise Core strength 8–6 X 2 120 modalities
Session duration (min) 75 Autonomy in general and specific warm-up
Training load calibration based on session RPE (RIR)
Autonomy in preworkout mobility drills
Daily food intake calibrated to optimize training adaptations and performance

1RM 5 1 repetition maximum; Ecc 5 eccentric; LB 5 lower body; RIR 5 repetitions in reserve; RPE 5 rating of perceived exertion.

RFD development (17). In forwards, performing contrast training to present an example of resistance
this is translated into performing potentiate power performance and training sessions prescribed during
more lower-body strength and heavy plyometric drills to major reactive a competitive microcycle for players
weightlifting movements and backs strength and RFD. Tables 11–15 engaged in stage 4. Positional

Table 12
Example of a resistance training session during a competitive microcycle focusing on upper-body maximal strength
prescribed during stage 4 (Table 4 for “main exercises” description)
Session 2 (75 min): upper-body/maximal strength/72 h after game

Stage 4 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Bench press Maximal strength 5–2 2011 RPE 9–10 (0–1 RIR)
1 main UB horizontal pull Hypertrophy 8–6 2010 4 180 RPE 7–8 (2–3 RIR)

2 1 main UB vertical pull Maximal strength 6–3 2011 RPE 9–10 (0–1 RIR)
1 main UB vertical push (unilateral) Hypertrophy and core 6/5 EA 2111 3 180 RPE 7–8 (2–3 RIR)
3 1 UB horizontal push
1 UB horizontal pull Hypertrophy 10–6 2011 2 120 RPE 6–7 (3–4 RIR)

4 1 triceps exercise 2111

1 biceps exercise Hypertrophy 8–5 3011 3/2 120 Repetitions to failure

EA 5 each arm; RIR 5 repetitions in reserve; RPE 5 rating of perceived exertion.

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 Table 13
Example of a resistance training session during a competitive microcycle focusing on lower- and upper-body explosive
strength prescribed during stage 4 (Table 4 for “main exercises” description)
Session 3 (60–75 min): full-body/explosive strength/48 h before next game

Stage 4 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 Weightlifting lift from the floor:
snatch or clean Explosive strength 3–1 X 7–5 120–180 80–95% 1RM
according to preference
2 LB explosive exercise: adjusted 8–6
according to the player’s position Adjusted according to
Explosive strength X 4/3 120
UB ballistic/plyometrics 6–4 exercise modalities

3 Unilateral concentric jump Explosive strength 4–2 EL X

LB prevention exercise Injury prevention 8–10 2111 3/2 90–120 BW

4 Frontal plane core exercise Adjusted to exercise

Sagittal plane core exercise Core strength 6/5 / 2 90 modalities

1RM 5 1 repetition maximum; BW 5 bodyweight; EL 5 each leg; LB 5 lower body; UB 5 upper body.

differences and needs between backs
and forwards are displayed in the first
training session (Table 11), where the
training objective is mainly focusing
on maximal strength and explosive
power with high loads for forwards,
while the emphasis is placed on
explosive power and RFD for
the backs.
HOW TO TAKE INTO ACCOUNT
THE COMPLEXITY OF INDIVIDUAL
PROGRESSION ACROSS THE
DEVELOPMENTAL PATHWAY?
A question remains about the man-
agement of nonlinear acquisition of
educational, technical, and physical
goals. What should be the strategy
of the practitioner facing a player
who has only partially achieved the
desired requirement in a particular
stage? For example, they could have
completed the educational and tech-
nical objectives without reaching the
desired physical requirements.
Should they keep working in that
particular stage until the desired
level has been fully achieved or
could adjusting the training program
be possible to provide adequate
stimuli for each developmental
objective? This type of consideration
implies that S&C coaches should
appropriately assess athletes’ individ-
ual levels to ensure safe and optimal
strength and power development.
Accordingly, we consider that pos-
tural and technical proficiency
should be considered the key factors
of training progression. Because
proper technical execution is not
achieved, the S&C coach
should not permit higher training
loads, at least for complex and skilled
exercises, although the athlete
demonstrates sufficient physical
competency. Similar consideration
could also be afforded for players

Table 14
Example of a resistance training session during a competitive microcycle focusing on upper-body maximal strength and
muscular hypertrophy prescribed during stage 4 (Table 4 for “main exercises” description)
Session 4 (45 min): upper-body/strength and hypertrophy/24 h before next game

Stage 4 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 1 main UB vertical push Maximal strength 5 2011 RPE 9
1 main UB vertical pull Hypertrophy 6–8 2111 3 180 RPE 8

2 1 main UB horizontal pull Maximal strength 6/5 2011 RPE 9

1 main UB horizontal push: with DB or unilateral Hypertrophy 6–8 2111 3 180 RPE 8
3 Shoulder and grip strengthening Hypertrophy Adjusted to
2–3 exercises Injury prevention / / 3/2 90 exercise
modalities

DB 5 dumbbell; RPM 5 rating of perceived exertion; UB 5 upper body.

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 Strength and Power Development in Rugby Union Players

Table 15
Example of a resistance training session during a competitive microcycle focusing on lower- and upper-body injury
prevention prescribed during stage 4 (Table 4 for “main exercises” description)
Complementary session (30 min): injury prevention, core and mobility/individual needs

Stage 4 Movement Objectives Repetitions Tempo Sets Rest (s) Intensity

1 1 neck prevention exercise 2–3 sets (8–10 min maximum)
1 shoulder prevention exercise Injury prevention Exercise modalities adjusted to the player’s position and needs
2 1 LB prevention exercise Injury prevention 2–3 sets (8–10 min maximum)
1 core strength exercise Core strength Exercise modalities adjusted to the player’s position and needs
3 Mobility drills: 1–2 body parts 2–3 sets (8–10 min maximum)
Injury prevention Exercise modalities adjusted to the player’s needs (varying each
week if necessary)
LB 5 lower body; RPE 5 rating of perceived exertion.

integrating the developmental path-
way at older ages. It is not uncom-
mon that players integrate
academies later than ages generally
prescribed (14–15 years). In this case,
we recommend application of the
same training principles through as-
sessing the player to position their
educational, technical, and physical
competencies along the strength
and power developmental pathway
and consequently adjust their train-
ing objectives and methods to ensure
progressive and safe overload (43).
PRACTICAL APPLICATIONS
This article aims to help optimize
the intervention of S&C rugby
coaches in young players by provid-
ing general resistance training guide-
lines. Subsequently, S&C coaches
can devote much of their time to ad-
justing training parameters and ped-
agogical approaches to tailor for
individual differences and needs. As
stated previously, the training model
and associated practical prescrip-
tions should not be viewed as a “gold
standard” or as “best practice” blue-
prints, but rather as a logical pathway
allowing for progressive and coher-
ent evolution of training content
(44). However, education in and
acquisition of proficient lifting skills
before solid training overload and
physical development is the corner-
stone of our strength and power
training philosophy and should be
the main indicator of progression,
especially during the first training
stages. This strength and power
developmental pathway should be
driven by a large and experienced
technical staff to provide an efficient
coaching environment and build the
foundation for future elite perfor-
mance. Several international-level
team sport clubs have already
engaged in this direction designating
their best coaches to work in the
youngest category (55). Improving
the coaching environment for youth
and junior athletes (e.g., 1 S&C for
6–8 athletes) and allowing sufficient
time for evaluation, individualized
training, and monitoring would pro-
mote foundations for better strength
and power training, thereby translat-
ing into greater performance levels
during adulthood.
CONCLUSION
As strength and power capacities
take a growing importance in rugby
union performance, building a spe-
cific developmental pathway repre-
sents a major concern in the quest
for elite performance. To our knowl-
edge, this is the first article to address
this issue and to propose concrete
and practical applications for young
rugby union players, based on the
training process and strategies devel-
oped internally by a rugby union
major nation. This general pathway
is divided into 4 main stages allowing
for educational and technical effi-
ciency in the first stage, enhancing
work capacity in the second stage,
building a high level of maximal
strength in the third stage, and finally
improving specific explosive strength
and power capacity. Besides these
global objectives, the evolution of
this training process (i.e., accessing
from one stage to another) should
be based on individual progression
and not only on chronological and
biological age. From this perspective,
supervised training sessions with
qualified and experienced S&C
coaches are essential to allow for
individualization and sound peda-
gogical approaches (46,55). Finally,
developing strength and power
capacity represents a major challenge
because of concomitant technical
and energetic developmental needs
(18). This type of training, recog-
nized as concurrent training, has
been shown to induce interferences
in cellular signaling pathways,
thereby limiting optimal adaptations
in each quality (26,38). Beyond
the sole development of maximal
strength and power, the S&C
coach will have to integrate
these components into a more com-
plex environment to maximize sport
performance.
Conflicts of Interest and Source of Funding:
The authors report no conflicts of interest
and no source of funding.

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