Introduction Captains and athlete leaders in Japanese high school rugby teams are often expected to lead without formal leadership training, resulting in role ambiguity and uneven psychological burden. This study designed and evaluated the feasibility and acceptability of a fully online, theory-driven leadership development program using co-creation approaches for an athlete leadership group. Methods Thirty-three leaders (8 captains, 25 athlete leaders) from eight competitive high school rugby teams completed the program. Two delivery patterns were identified: a brief intervention group ( n = 13), which completed a five-step program, and an intervention group ( n = 20), which engaged in repeated cycles including action implementation, monitoring, collective reflection, and replanning. A mixed-methods evaluation combined stepwise process ratings with semi-structured interviews of leaders and coaches. Results Participants perceived improved role clarity, ownership of leadership behaviors, enhanced communication, and more effective distribution of responsibilities. Moreover, participants in the intervention group which conducted repeated cycles reported to exhibit more stable behavioral enactment, greater peer involvement, and more relational leadership practices. Captains reported reduced psychological burden as leadership became more shared, and coaches observed enhanced autonomy and player-driven coordination. Discussion These findings suggest that this program was feasible and acceptable. Brief delivery initiated meaningful insights and short-term behavioral change, while the sustained cycle produced broader impact within teams. Earlier-season, longer-duration implementation may further support youth rugby talent development and the cultivation of sustainable shared leadership structures.
Hirose et al. (Fri,) studied this question.