Date of Award

2023

Document Type

Master Thesis

Degree Name

Masters of Science (Research)

Department

SPORT, LEISURE & CHILDHOOD STUDIES

First Advisor

Dr Con Burns

Second Advisor

Dr Edward K. Coughlan

Third Advisor

Dr Cian O’ Neill

Abstract

This programme of research had two aims which organised the research into two distinct phases. Phase one examined differences in bilateral skill proficiency and frequency of use between selected and non-selected Under 17 inter-county male academy Gaelic footballers. Phase two explored the coaching practices of three youth Gaelic football coaches in the same youth Gaelic football academy. In phase one, quantitative data from a bilateral skills test and match play analysis from 82 players which were retrospectively grouped as selected (n=19) and non-selected (n=63) to an Under 17 inter-county team revealed that selected players scored significantly higher than non-selected in both non-dominant (ND) kick pass (p = 0.001) and hand pass (p = 0.007), in the bilateral skills test. In-game analysis found that selected players were more proficient executing a ND hand pass than non-selected players (p = 0.002). Analysis of in-game pass frequency also found that non-selected players used the dominant hand pass significantly more than selected players (p = 0.037). Binary logistic regression revealed the strongest predictors of selection status were the proficiency of both the ND kick pass and hand pass in the skills test, and successful dominant kick pass and successful ND hand pass in match play (p < 0.05), with 89% of players correctly classified. Recognising that bilateral skill execution is not the only determining factor, the findings in this study suggests that higher bilateral proficiency scores provide greater opportunities to be selected. Phase two investigated the effects of a coach mentoring intervention for improving coaching practices on three youth academy coaches. Coaching sessions at baseline from three Gaelic football academy coaches were video and audio recorded. Two coach development workshops in areas such as session design, reflective practice, game-based pedagogy, and principles of play were delivered by the primary researcher who also acted as the mentor during the intervention. On completion of the intervention, coaching sessions were again video, and audio recorded and assessed. Quantitative results revealed no significant differences (p > 0.05) in session characteristics (practice states, playing states, management states). Coaches’ perceptions of providing ‘contextually rich games’, ‘reflecting in, on and after session’, ’the use of questioning, discussion, and dialogue’ and the ’promotion of bilateral passing’, were significantly different post intervention (p < 0.05). Coaches increased the use of games based pedagogical principles (tactical game development, questioning, discussion/dialogue, social and moral development) significantly (p < 0.05). Coaches expressed high levels of satisfaction with the overall project. To conclude, this research programme has provided valuable insights into the factors that contribute to the selection of youth male academy Gaelic footballers for Under 17 inter-county teams, as well as the potential benefits of a coach mentoring intervention on coaches from a Gaelic football development academy. Future research could expand on these findings by developing a more targeted intervention that would explore integrating bilateral skill development with a game-based approach and to access its impact on bilateral passing proficiency and frequency of use.

Access Level

info:eu-repo/semantics/openAccess

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