Across team sports, it is critically important to appropriately define, evaluate and then aptly describe individual and team performance. This is of particular significance when we consider that performance models govern the direction of player preparation (short term) and development (long term) frameworks. Within the context of rugby league, this has traditionally been undertaken through hierarchical and linear processes. Such approaches have resulted in research and performance analysis techniques which aim to support these operational outcomes. Yet, these methods may deliver limited application on how or why match-play unfolds and therefore might be sub-optimal in providing insights to truly support coaches. In this paper, we propose the conceptualisation of rugby league performance through the lens of ecological dynamics, which may offer a different view to this traditional approach. We propose that this approach eliminates the silos of disciplinary information (e.g. technical, physical and medical) that may currently exist, allowing for a holistic approach to performance, preparation and development. Specifically, we consider that through the implementation of this ecological approach, all performance coaches (technical, physical and medical) may (co-)design learning environments that more collaboratively develop players for rugby league match-play. As a result, we put forward a new rugby league performance model from which preparation and development programs can be anchored toward. We conclude the paper by offering practical examples where these concepts are contextualised within the landscape familiar to practitioners working within rugby league. Key Points Current player preparation and development frameworks are anchored toward successful team performance, primarily implementing hierarchical performance models in an operational approach. Through the lens of ecological dynamics, we propose a re-conceptualisation of this approach; providing an updated performance model for rugby league (and team sports), supporting direction for preparation and development frameworks. In this framework, we propose a change in how we view coaching (across domains; e.g., technical, physical), shifting from a solution provider, to one of a learning environment designer that places the athlete-environment interaction at its core. Two examples are presented to provide practitioners with the contextual information to allow for the appropriate implementation of the proposed model in rugby league.
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