An Investigation of Youth Gaelic Games Coaching Practices

In recent years, pedagogy has become increasingly recognised as central to the development of effective coaching practice. This emphasis has prompted a substantial rise in research examining coaches’ practices, as it offers valuable insights into their underlying pedagogical approaches. This study assessed the current coaching practices of youth Gaelic games coaches using an online survey, examining their alignment with game-based approach (GBA) pedagogy and exploring differences between male and female Gaelic game teams. A total of 432 coaches participated, with 59% coaching male and 41% coaching female teams. During the early season, coaches dedicated more practice time to training form activities, transitioning to a balanced allocation between training and playing form activities as the season progressed. Most coaches utilised a linear session structure while also employing both coach-and player-centred strategies. Minimal disparities were observed in the coaching practices employed by coaches of male and female teams. While some alignment with GBA pedagogy was observed, coaches typically employed their own folk pedagogies, indicating an epistemological gap between coaches’ awareness and confidence in GBA pedagogy and its practical implementation. These findings highlight the need for enhanced coach education to better equip coaches in applying a GBA effectively.