Gaelic Football Coaches' Use of a Game-Based Approach Impacts Game Performance, Session Characteristics, and Player Perceptions.

Abstract

This study investigated the impact of a Game-Based Approach (GBA) intervention on practice session characteristics, player performance outcomes, and perceptions within Gaelic football. Employing a mixed-methods multiple baseline design, two squads (Under 14 and Under 15) from a Gaelic football academy underwent the intervention, one after 4 weeks and the other after 9 weeks of baseline. Framed by Complex Learning Theory (CLT), the intervention comprised systematic observations of coaching sessions, quantitative assessment of skill execution and decision-making in assessment games, and qualitative interviews and focus groups with players. The GBA intervention positively influenced practice session characteristics, promoting playing form and non-linear sequencing of activities. The evaluation of players' game performance showed significant improvement across all decision-making variables for both squads. In skill execution, there was limited support, with improvements observed only in the Under 14 squad. Systematic tracking of practice activity sequencing, supported by player data, revealed players' awareness of purposeful organization, with the explicit connection between tasks fostering knowledge development and reflection, potentially enhancing decision-making. While players appreciated conditioned games and the tactical curriculum, they were less receptive to the player-centered strategy of "player huddles." The comprehensive data collection approach of this study fills gaps in sports coaching research, offering insights into the design and efficacy of GBA interventions. GBA interventions are suggested to enhance player performance and session quality, providing guidance for coaches in optimizing training methodologies. Integration of GBA pedagogy with CLT offers a promising framework for coaches seeking tangible changes in their practice.