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.
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