Curriculum theory and practice: Examining academy managers’ experiences of curriculum development and enactment in UK rugby academies

Aware of the need for evidence-based guidelines to support sports organisations in operationalising existing athlete development models, our study responds to Moran, Craig & Collins (2024) call for employing constructs from the field of curriculum studies. Drawing principally on Tyler’s (1949) contention that curriculum development should address four questions concerning purpose, content, procedures, and evaluation, we report on a qualitative study, using semi-structured interviews and thematic analysis to focus on the views and practices of eight UK-based regional Rugby Union academy managers. Using Tyler’s framework to examine the design and development of their respective programmes, three areas arose from the participant accounts: managing dual objectives; coherence, i.e. consistencies and disconnects within their programmes; and how their academies capitalise on existing educational practices. Tyler’s (1949) contentions could support talent developers as an evaluative, as well as a complementary planning tool to support the development of more coherent, evidence-informed talent development pathways.