An Investigation of the Self-Reported Practice Activities and Session Sequencing of Inter-County Gaelic Football Coaches

Kinnerk, Paul; Harvey, Stephen; Kearney, Philip Edward; MacDonncha, Ciarán; Lyons, Mark

doi:10.1123/iscj.2018-0090

Cited by 11 publications

(11 citation statements)

References 33 publications

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“…Current camogie research has focused on half-by-half comparisons solely [5,6]. However, with the potential application of small-sided games in training, given their use in Gaelic football cohorts [7], understanding running demands of shorter time periods seems necessary. The analysis revealed significant positional and temporal differences to exist.…”

Section: Discussionmentioning

confidence: 99%

“…Current match-play demand research has primarily focused on half-by-half comparisons. Given the increased use and popularity of small-sided games in Gaelic sports [7], and their proposed benefits [8][9][10], quantifying and understanding demands for similar playing periods seem necessary, to allow appropriate comparisons, and training programming to occur. Consequently, 5-min intervals were identified as a suitable interval to achieve this outcome.…”

Section: Introductionmentioning

confidence: 99%

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The positional and temporal running demands of elite inter-county camogie match play across 5-min intervals

et al. 2022

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Purpose Camogie is a native Irish female field sport game. This investigation aimed to establish elite camogie players' positional and temporal running demands across 5-min intervals during competitive match play. Methods Thirty-one (n = 31) inter-county camogie players (age: 24 ± 4 years; height: 167.2 ± 6.3 cm; body mass: 67.0 ± 7.5 kg) from two squads wore commercially available 10-Hz Playertek GPS units (Playertek by Catapult, Australia) during Senior All-Ireland Championship games (n = 8). Players were categorised according to match positions (defenders, mid-fielders, forwards). Games were split into quarters, and subsequently into 5-min intervals for analysis (5-min intervals are more closely associated with small-sided games and training than half-by-half comparisons). Results Analysis revealed significant positional and temporal differences to exist (p < 0.05). Mid-fielders covered greater total (r = 0.16-0.19) and relative distance (r = 0.15-0.17), with forwards covering greater high-speed distances (r = 0.09-0.19). Mid-fielders had greater temporal performance decrements for sprint distance between all first quarter intervals and 55-60 interval (Kendall's W (W = 0.86-1.00), as well as the 0-5 and all final quarter intervals for total distance (W = 0.86-1.00). Defenders had significant performance decreases during the 25-30 (W = 0.29-0.60) and 40-45 interval (W = 0.14-0.57) for both total and relative distance. Forwards exhibited the lowest performance decrement, with no significant differences for peak speed, high-speed running, or sprint distance (W = 0.00-0.53). Conclusion Positional and temporal differences are evident in elite camogie match play. Mid-fielders have the greatest total and sprint distance decrements, with defenders also exhibiting total and relative distance decreases. Coaches should focus on temporal differences with respect to position, to minimise performance decrements.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The positional and temporal running demands of elite inter-county camogie match play across 5-min intervals

et al. 2022

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“…Furthermore, learning is still focused on improving motor and cognitive learning through play but still lacks improvement in motor skills (Barba-Martín et al, 2020), and requires further study (Ortiz et al, 2023). In addition, it must be based on the student's background, school or club, and country characteristics (Hordvik et al, 2019), and adapted to the curriculum of physical education that exists in each country (Kinnerk et al, 2019). Thus, it requires a study that can apply the TGFU model according to the school's characteristics and students' abilities and is easy to apply by teachers.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Gustian,

Gandasari,

Mahendra

2024

Edu Sportivo: Indonesian j. of Physical Education

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Background Problems: Teaching Games for Understanding (TGfU) is still a challenge for Physical Education (PE) teachers. Teachers are still weak in applying the concept of TGfU to learning and lacking in improving motor skills, so it requires a study to apply the model of TGfU based on the characteristics of the school, the abilities of the students, and the ease of application by the teacher. Research Objectives: The study aims to test the use of the TGfU model using Kasti games to stimulate elementary school students' motor skills. Methods: The research design uses pre-expression with one-group pretest and posttest designs involving 24 students. The experiment implemented field games modified according to the TGfU's concepts and steps. The experiment conducted five meetings with a duration of 80 minutes each. Data collection was done using the Test of Gross Motor Development-2 (TGMD-2) and analysed using descriptive, quantitative, and different tests. Findings/Results: Based on the results of the statistical analysis, it shows that there has been a significant increase in students’ motor skills stimulated by applying learning with the TGfU model and using the Kasti game. Conclusion: The implementation of the TGfU model with the Kasti game approach can be used as an approach to stimulate students' motor skills. Further studies are needed to enhance the potential of TGfU in encouraging teachers to organise PE teaching according to the implemented curriculum, with the aim of encouraging students to actively participate in sports and learn motor skills.

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“…A number of studies described the type and amount of activities conducted during practice; however, some of them did so retrospectively or employed training diaries [20][21][22]. retrospective information is usually based on regular schedules, it does not delve into the minutiae of each practice session.…”

Section: Introductionmentioning

confidence: 99%

Microstructure of practice activities for team and individual sports

Tan¹,

Low²

2022

Hum Mov.

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Purpose. research on the microstructure of practice activities has reported equivocal findings. Limited sports have been included in systematic observations. Playing form activities have not been examined for individual sports. This study scrutinized the amount of time devoted to different activities during practice and refined the usability of playing form and training form for various sports. Methods. Systematic observations were conducted in an elite sports school. Youth athletes aged 16-20 years and coaches from 6 different sports (hurdling, archery, field hockey, netball, squash, volleyball) were involved. Practice activities were categorized as playing form, training form, and transition, and compared between sports.Results. The proportion of different activities conducted during practice varied for each sport and coach. Hurdlers employed the longest time on transition (43%), squash players utilized the majority of time on playing form (40%), whilst the archers and all 3 team sports athletes consumed most time on training form (51-83%). representatives of 3 sports did not engage in any playing form activities. Conclusions. This study showed that elite coaches are still applying traditional approaches in structuring practice activities. Coaches should employ playing form during practice sessions, but the definition needs to be adapted to encompass multiple sports.

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An Investigation of the Self-Reported Practice Activities and Session Sequencing of Inter-County Gaelic Football Coaches

Cited by 11 publications

References 33 publications

The positional and temporal running demands of elite inter-county camogie match play across 5-min intervals

The positional and temporal running demands of elite inter-county camogie match play across 5-min intervals

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Microstructure of practice activities for team and individual sports

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