The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels

The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels Kevin Gavin, Aoife Lane, Kieran Dowd This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4533694/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Purpose This study aimed to evaluate the effect of a GBA intervention on PA levels in youth Gaelic football players and investigate its impact on overall daily PA levels and practice session characteristics. Methods A quasi-experimental design was employed to investigate the impact of a 2-week GBA intervention within a youth Gaelic football setting. Following a 1-week baseline measurement period, experienced GBA practitioners implemented the GBA intervention with one U17 boys team (n = 18; mean age: 15.6 ± 0.5) and one U16 girls team (n = 20; mean age: 14.4 ± 0.7) team. PA levels were assessed using the activPAL accelerometer, and practice session characteristics were determined via video recording and coding. Results Findings reveal significant increases in moderate-to-vigorous PA (MVPA) levels during GBA sessions (U17 boys: +21%, p < 0.001; U16 girls: +22%, p < 0.001), eliminating gender disparities observed in baseline sessions. Daily MVPA levels significantly increased during the intervention period (Males: +23.0min, p = 0.003; Females: +18.1min, p = 0.003), with a greater percentage of participants meeting the PA guidelines (Males: +45%; Females: +50%). GBA sessions were characterised by increased time spent in playing form activities (U17 boys: +63.4%, p < 0.001; U16 girls: +42.9%, p = 0.044) and "other" activities (U17 boys: +10.8%, p = 0.010; U16 girls: +11.8%, p = 0.004). Conclusion The GBA intervention effectively enhanced PA levels and modified practice session characteristics, demonstrating its potential to promote higher PA engagement and eliminate gender disparities in youth Gaelic football players. These findings suggest that a GBA can be a valuable coaching approach to increase PA levels and prepare players for competitive match-play. Game-based approach youth sport coaching pedagogy Gaelic football Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction Organised sport (OS) is one of the most popular forms of leisure-time physical activity (PA), with at least one third of children and adolescents participating worldwide [ 1 ]. Given its inherently social nature, participation in OS is linked to enhancements in physical, psychological, and social health that surpass those of individual forms of PA [ 2 , 3 ]. Gaelic games, inclusive of Gaelic football, hurling and camogie, are team sports indigenous to Ireland [ 4 ]. The national governing bodies of Gaelic games form Ireland’s largest community and sporting organisations, supporting approximately 500,000 playing members and 100,000 coaches [ 5 ]. As Gaelic games are a central part of both Irish identity and culture, the Gaelic games club has been highlighted as a suitable setting for the promotion and accumulation of PA amongst Irish youth [ 6 ]. Gaelic football in particular has the highest participation rates amongst Irish adolescents, with 32% of 12–18 years olds participating regularly [ 7 ]. Notwithstanding its popularity among this cohort, research suggests that approximately 50% of practice session time in youth Gaelic football is spent inactive or in light intensity physical activity (LIPA) [ 8 , 9 ], highlighting opportunities to increase the contribution of Gaelic football to youth participants’ daily PA levels. Coaches are recognised as central figures in the youth OS setting, uniquely positioned to create meaningful learning and development experiences which facilitate the guided improvement of players [ 10 , 11 ]. In particular, the coach has been described as one of the primary factors influencing the PA levels attained in OS contexts [ 12 ]. In invasion team sports the traditional approach has been observed as the most dominant approach adopted by coaches [ 13 ]. This approach is characterised by (i) the introduction of training form activities, which are activities performed in isolation or in small-group scenarios, devoid of competition-like context; (ii) players’ repetitive attempts to reproduce coach-prescribed movements in these activities; (iii) the coach providing regular, direct, corrective feedback; and (iv), a concluding game-related activity where players attempt to apply the technical skills learned [ 14 ]. Although effective at facilitating skill development in the early stages of learning [ 13 ], concerns have arisen regarding this approach’s potential to restrict players' decision-making skills and contextual application of technical skills [ 14 , 15 ], as well as its association with limited PA attainment [ 16 , 17 ]. Consequently, there have been calls to further investigate youth OS coaching and to determine efficient ways of optimising the dose of PA accumulated by youth during OS [ 18 , 19 ]. Improving PA during OS must be considered in the context of developing and enhancing successful performance, which is dependent on players’ ability to display high levels of competency [ 20 , 21 ]. A game-based approach (GBA) has emerged within coaching research as an alternative pedagogical approach to address such needs [ 22 ]. In contrast to a traditional approach, a GBA contextualises learning within playing form activities, which mimic the technical, tactical, and physical demands players will encounter in competitive play [ 21 , 23 ]. GBA pedagogy also promotes a non-linear arrangement of these playing form activities, beginning with an initial game to establish context and assess players’ competencies, before advancing to additional playing form activities [ 24 , 25 ]. Furthermore, GBAs require the coach to act as a facilitator, being less directive and using questioning to stimulate reflection and interaction [ 22 , 26 ]. While many forms of GBAs exist within the literature (e.g., Game Sense, Teaching Games for Understanding), Light [ 27 ] argues that all GBAs share four fundamental features: (i) the design and manipulation of games; (ii) the use of questioning; (iii) the provision of opportunities for dialogue; and (iv) building a supportive socio-moral environment. A recent review of the GBA literature within team sport settings highlighted that GBAs have a positive effect on numerous player outcomes, including tactical awareness and decision- making, personal and social development, motivation, and enjoyment [ 28 ]. Furthermore, as GBAs promote the predominant use of playing form activities, which have been highlighted to be more conducive to PA than training form activities [ 16 ], it has been suggested that this approach may also have a positive effect on players’ PA levels [ 28 ]. Indeed, emerging evidence has highlighted that during GBA practice sessions, players accumulated significantly higher levels of PA than during traditional approach practice sessions [ 17 , 29 ]. However, despite research demonstrating the potential benefits of GBAs to player development, uptake of this pedagogical approach by coaches remains limited [ 30 ]. Lyle [ 31 ] states that a major contributor to this lack of transfer and adoption of evidence informed coaching research to OS settings is a failure to produce in-situ intervention-based studies. A dearth of research investigating the effect of interventions on outcomes critical to successful performance and minimal reporting on the acceptability of GBAs to players and coaches may have contributed to GBAs receiving little attention from coaches [ 22 , 30 ]. As a result, the need for research to investigate GBA interventions across a broader scope of geographical areas, OS types and coaching context has been emphasised [ 28 ]. Considering previous research has demonstrated its positive effect on players’ PA levels (e.g., [ 29 ]), a GBA was identified as a suitable approach to potentially impact youth Gaelic football players’ PA levels. Moreover, Kinnerk and colleagues [ 28 ] specified that studies which investigate the impact of a GBA on players’ PA using device-based measures are warranted. Thus, the primary aim of this study is to investigate the effect of a GBA in a youth Gaelic football setting, on players’ PA levels in comparison to their standard practice sessions. This study also aims to investigate the effects of a GBA on youth players’ daily PA levels, and on practice session characteristics. Methods Design This study employed a quasi-experimental design to investigate the impact of a 2-week GBA intervention within a youth Gaelic football setting. Following a 1-week baseline measurement period, experienced GBA practitioners implemented the GBA intervention with an under-17 (U17) boys team and an under-16 (U16) girls team. There were two components to this study. Firstly, quantitative data of youth Gaelic football participants’ PA levels during baseline and GBA practice sessions, and across two nine-day measurement periods was assessed using the activPAL accelerometer (activPAL 3M , PAL Technologies Ltd., Glasgow, UK). Secondly, practice session characteristics were determined through the systematic observation (video recording) and coding of baseline and GBA practice sessions. Participants Using a convenience sampling method, one Gaelic football club in the Midwest of Ireland was selected to participate in this study. Written informed consent was first obtained from the coaches of the U17 boys (n = 2) and U16 girls teams (n = 2), followed by written informed parental consent and participant assent (Males: n = 22; Females: n = 24) prior to the commencement of the study. Participant inclusion criteria for the players were: (a) present for two baseline and two GBA practice sessions; and (b) provide the minimum number of valid days of PA measurement at both timepoints. Study Protocol Data collection for this study was conducted over three consecutive weeks, represented as three different timepoints (Fig. 1 ). Timepoint 1 (T1) served as a baseline assessment, during which coaches continued with their typical coaching approach. At T1, two “baseline” practice sessions and the related outcome measures were recorded for both the U17 boys (n = 2) and U16 girls (n = 2) teams. Additionally, daily PA data was also recorded across a nine-day measurement period. Timepoint 2 (T2) and timepoint 3 (T3) represented the intervention period, during which both U17 boys (n = 4) and U16 girls (n = 2) teams engaged in GBA practice sessions. Each timepoint involved three GBA practice sessions (U17 Boys: n = 2; U16 Girls: n = 1), with related outcome measures recorded. The lower number of GBA intervention practice sessions conducted with the U16 girls team was due to scheduling conflicts and rearranged fixtures. PA data collection at T2 was limited to practice sessions, while at T3, it extended over a nine-day period to assess the impact of GBA intervention on daily PA levels, mitigating participant burden associated with wearing the activPAL device continuously for three weeks. GBA Intervention Sessions Two coaches with experience in employing authentic GBAs were recruited to assume the role of “experienced practitioners” and deliver the GBA intervention practice sessions. These coaches had previously participated in a 26-week training intervention in GBA pedagogy [ 32 ], are experienced GBA practitioners and are acknowledged as advocates for GBA. Prior to data collection at T2 and T3, both coaches of the participating teams were provided with the opportunity to select a specific tactical theme for the GBA sessions, but instead opted to have the theme decided by the experienced practitioners. Consequently, a total of four separate practice sessions linked to the theme of “Understanding Width” and aligned with Light’s [ 27 ] four features of GBAs were developed by the experienced practitioners. The structure of each practice session reflected a format previously utilised within GBA research [ 32 , 33 ] (see Table 1 ). Table 1 Format of the game-based approach intervention practice sessions. Practice Activity Description Initial Game Players are introduced to an activity which presents a tactical problem and sets the focus for the remainder of the session. This activity is typically performed over several predetermined sets and lengths of time (e.g., 2x3mins). After the initial game, a coach-player huddle is organised where players are asked questions regarding this activity. Modified Game This game-related activity is designed to assist players in developing concepts or factors identified in the initial game form. This activity is typically performed over several predetermined sets and lengths of time. At the end of each completed set, coaches utilise both player huddles and coach-player huddles to allow for discussion and debate. Skills Practice (if necessary) During the initial game and modified games, the experienced practitioners may determine that players’ performances are being inhibited by a failure to execute skills. In such circumstances, the coaches may prescribe training form activities (i.e. skills in isolation, drills) to emphasise a particular technical skill with a view to facilitate improved game performance. The amount of time afforded to this type of activity is limited to until the players can successfully perform the skill before returning to game-related activities. Progressive Game The aim of this activity is to target the associated theme of the session, but with conditions that increase the complexity of the task. Like the modified game activity, this activity is typically performed over several predetermined sets and lengths of time. Opportunities for questioning, discussion and debate are also provided using both player huddles and coach-player huddles in between games. Return to Initial Game The final activity sees the players return to the initial game they performed at the beginning of the practice session. The emphasis in play and conditions within this activity should be on elements covered within the previous activities. Session Review Summary of the session through discussions and questioning around the tactical concepts identified and worked on within the session. Data Collection Data were collected in this study in relation to: (1) PA of players and (2) practice session characteristics. Physical Activity Physical Activity Assessment The activPAL3 micro activity monitor was the device-based measurement tool used to assess free-living PA levels in this study. Participants were provided with their activPAL 3M devices prior to the selected practice sessions. The device was placed in a nitrile sleeve and attached directly to the skin on the midline of the anterior aspect of the right thigh using a transparent dressing (Tegaderm™ Foam Adhesive Dressing) and secured it with an elasticated tubular support bandage (Sterogrip™ Elasticated Tubular Bandage). At T1 and T3, participants were instructed to wear the activPAL 3M device 24 hours per day (except while swimming or bathing) for a total of nine consecutive days (including two practice sessions) [ 34 ]. The participants were also provided with additional adhesive dressings, instructions detailing how to change the dressings, and an activity log to record any time the device was removed and reapplied, or any time they participated in an additional OS over the nine-day period. In contrast, during T2, participants were only required to wear the activPAL device during the practice sessions. Data Processing The protocol used for data reduction is described in detail elsewhere [ 35 ]. Briefly, the primary investigator accessed the recorded epoch data using the PALanalysis Software™ (version 8.11.9), before exporting it to a Microsoft Excel (Redmond, WA, USA) file format to be processed. The activPAL output was individually screened to ensure that each participant had provided a sufficient number of valid days of accelerometer recording. Participants were only included in this analysis if they achieved at least four full days of accelerometer recording (3 weekdays and 1 weekend day) across each nine-day period [ 36 ]. The output files were then examined to produce daily PA variables, which include sitting/lying time, standing time, LIPA, moderate physical activity (MPA), vigorous physical activity (VPA) and MVPA. The start and finish times of each recorded practice session were identified within the output files and the PA variables during these periods were also quantified. To control for the variation in the amount of time spent in practice sessions, the PA variables during these sessions were defined as minutes per hour (min/hr). This was achieved by dividing the amount of time spent in each PA variable by the duration of each practice session and then multiplying by 60. Practice Session Characteristics Practice Session Recording A total of 4 baseline practice sessions (U17 Boys: n = 2; U16 Girls: n = 2) and 6 GBA practice sessions (U17 Boys: n = 4; U16 Girls: n = 2) were recorded during this study. Each of these practice sessions were recorded using a digital video camera (Panasonic HC-V100, Panasonic Co., Japan) mounted on a stationary tripod. To provide an unobstructed view of all practice activities, the camera was positioned at either the left or right corner of the training pitch. The video footage of each practice session was then uploaded to a PC and coded. Coding System and Process To assess the structure of the coaching sessions, a coding system was employed, the development of which is described in detail elsewhere [ 32 ]. This coding system included three training form activities, five playing form activities and five “inactivity” terms (See Table 2 ). Prior to implementation within this research, one modification to this coding system was made, where the descriptor “inactivity” was modified to “other” activity. Given that the measurement of PA data is a primary aim of this research study, the use of “inactivity” to describe these times would conflict with the accepted PA research terminology [ 37 ]. The coding of practice activities (i.e. training form and playing form) and “other” activities followed a distinct process. Firstly, coding of practice activities began once the coach initiated instruction/conversation related to a specific practice activity (e.g., drill, conditioned game) and ended when instruction/conversation shifted to the next practice activity. “Other” activities often occurred during an individual training form or playing form activity. For example, coaches would often implement “freeze in position” or “coach-player huddles” throughout the duration of a conditioned game. As a result, this study did not subtract these “other” activity periods from the practice activity type in which they occurred. Instead, “other” activities were coded simultaneously to practice activities when such periods occurred, resulting in separate values for both [ 32 ]. As a result, within each practice session all training form and playing form activities added to the total session duration and percentages added to 100. GBA Intervention Validation To ensure the GBA practice sessions were employed by the experienced practitioners as stipulated in the GBA literature, a validation protocol [ 38 ] and benchmark observational instrument [ 39 ] were utilised. Ultimately, the results of both the validation protocol and benchmark validation indicated that the GBA was validly implemented by the experienced practitioners within all sessions. Table 2 Practice session coding terms and definitions. Training Form Activities Drills Exercises practiced unopposed in lines that require the repetition of skills and prescribed directional movement. Skills in Isolation Similar to drills but do not occur in lines/use of cones and are often completed with little movement/no pressure thus allowing the player to solely concentrate on the skill being practiced (e.g., random practice exercises such as 3 players kick passing to each other randomly throughout field with no pressure). Fitness Exercises completed without the ball that usually focus on improving fitness, speed and agility etc. (e.g., warm-up/cool down non-ball exercises, stretching, timed runs, conditioning) Playing Form Activities Applied Skills Practice Activities that involve some level of opposition and where technique is exposed to pressure and elements of decision-making are required. Typically, uneven or low number activities (1vs1/2vs2/4vs2). Small-Sided Games Match-play with reduced number of players and two goals (No conditions imposed) Conditioned Games As per small-sided games, but includes variations to rules and areas of play (e.g., Players cannot cross halfway, X number of passes needed before shooting, possessions, steps only) Phase of Play Unidirectional match-like play, toward one goal (e.g., One team always attacks) Full-Sided Games Actual match-play. Game played with the full complement of players present at a training session. Regulation rules with two goals. “Other” Activities Freeze in Position Coach stops the activity to talk to the players and the players remain in their current position during the activity (i.e., “stop and hold there…”) Coach-Player Huddle Coach stops the activity and gets the players to come together for a discussion in a certain area (i.e., “stop and bring it in..”) Player Huddle Coach stops the activity and asks players to lead a discussion without coach’s presence (i.e., “attackers have a chat amongst yourselves…”) Drink Break Periods of time where the players have been told by the coach to have a rest and a drink (i.e., “stop there and go get a drink…”) Transition Periods of time where the players are moving (or transitioning) between activities or inactivity periods such as the players moving back into position following a player huddle or drink break Data Analysis The activPAL output was summed and averaged over the measured data collection periods for male and female participants. The total time spent sitting/lying, standing, in LIPA, MPA, VPA and MVPA during waking hours was examined. Variables were tested to meet the assumptions for normal distribution using the Shapiro-Wilks test. The homogeneity of variance of data was investigated using the Levene’s test. A two-way mixed analysis of variance (ANOVA) was utilised to determine changes in each PA behaviour between baseline and GBA practice sessions across male and female participants. Partial eta squared values (ηp²) of 0.01, 0.06 or 0.14, represented small, medium and large effect sizes respectively [ 40 ]. Paired sample t-tests were utilised to examine the differences in the amount of time spent in PA behaviours between T1 and T3 for males and females separately. Finally, differences in the means of each PA behaviour between males and females during baseline practice sessions, GBA practice sessions, and on total measured days at T1 and T3, were established using independent samples t-tests. To determine the number of participants that meet the current PA guidelines, participants were required to achieve a daily average of 60 minutes of MVPA across all measured days [ 41 ]. The duration of each practice session was recorded, and the time spent in each training form activity, playing form activity and “other” activity was coded and quantified. Paired sample t-tests were used to compare the amount of time spent in training form activity, playing form activity and “other” activity during baseline and GBA practice sessions for the U17 boys and U16 girls teams separately. Differences in the amount of time spent in training form activity, playing form activity and “other” activity between U17 boys and U16 girls teams during baseline and GBA practice sessions were established using independent sample t-tests. To reduce the likelihood of Type I error, p-values were subjected to Benjamini–Hochberg adjustment. Cohen’s d effect size measures were calculated as appropriate. Statistical analyses were performed using IBM SPSS 26.0 (SPSS, Inc; Chicago, IL). The alpha level required for significance for all tests was set at p < 0.05. Results Participant Characteristics A total of 18 U17 boys’ team members (mean age: 15.6 ± 0.5 yrs.) and 20 U16 girls team members (mean age: 14.4 ± 0.7 yrs.) who were present for two baseline, the two GBA practice sessions and provided the minimum number of valid days of PA measurement at both timepoints were included in the analysis. Physical Activity Levels Practice Session Physical Activity Levels Figure 2 presents the distribution of time spent in sitting/lying, standing, LIPA, MPA, VPA and MVPA during baseline and GBA practice sessions. During the GBA practice sessions, participants were observed to spend significantly more time in PA when compared to baseline practice sessions, with a medium effect size for sitting/lying (U17 boys: p = 0.030; ηp²=0.110) and large effect sizes for standing (U17 boys: p < 0.001; ηp²=0.310; U16 girls: p < 0.001; ηp²=0.718), LIPA (U17 boys: p < 0.001; ηp²=0.736), MPA (U16 girls: p = 0.004; ηp²=0.181), VPA (U17 boys: p < 0.001; ηp²=0.787; U16 girls: p < 0.001; ηp²=0.731) and MVPA (U17 boys: p < 0.001; ηp²=0.742; U16 girls: p < 0.001; ηp²=0.773). In addition, significant gender differences with large effect sizes were observed during the baseline practice sessions, as male participants spent significantly less time standing (p < 0.001; ηp²=0.457), and significantly more time in LIPA (p 0.05). Daily Physical Activity Levels Table 3 describes participants’ daily waking time spent sitting/lying, standing, in LIPA, MPA, VPA and MVPA across a nine-day measurement period in both T1 and T3. Overall, between the timepoints, participants significantly increased time spent in daily PA, with small and medium effect sizes for MPA (Males: p = 0.017, d = 0.47; Females: p = 0.005, d = 0.49), VPA (Males: p = 0.006, d = 061; Females: p = 0.026, d = 0.34) and MVPA (Males: p = 0.003, d = 0.62; Females: p = 0.003, d = 0.52). Additionally, over time, female participants significantly increased total daily waking time (Females: p < 0.001, d = 0.63) and the amount of daily waking time spent standing (Females: p = 0.005, d = 0.52). Statistically significant gender differences, with medium and large effect sizes, were observed at both T1 and T3, with females spending significantly more time in standing than their male counterparts (T1: t(147)=-3.137, p = 0.002, d = 0.53; T3: t(101)=-4.179, p < 0.001, d = 0.82). At T1, 22% of males and 20% of females met the current WHO PA guidelines. At T3, compliance with these PA guidelines increased, with 67% of males and 70% of females successfully meeting the guidelines. Table 3 Mean daily physical activity intensity (minutes) for male and female participants at T1 and T3. U17 Boys U16 Girls T1 T3 T1 T3 Total Waking (mins) 719.8 (153.1) 766.4 (113.3) 743.6 (96.1) 807.0 (103.9)* Sitting/Lying (mins) 457.3 (104.9) 459.0 (132.8) 426.9 (119.3) 414.3 (119.2) Standing (mins) 147.5 (78.5) 161.8 (77.7) 188.9 (76.5)† 235.4 (100.5)*† LIPA (mins) 71.0 (45.9) 78.5 (44.1) 78.4 (51.3) 89.8 (37.9) MPA (mins) 31.4 (20.6) 41.5 (22.6)* 31.6 (20.6) 42.6 (24.2)* VPA (mins) 12.8 (16.0) 25.7 (25.1)* 17.9 (19.1) 25.0 (22.0)* MVPA (mins) 44.2 (30.1) 67.2 (43.1)* 49.5 (33.9) 67.6 (36.3)* Achieved PA Guidelines % (n) 22 (4) 67 (12) 20 (4) 70 (14) Note : Values are mean (SD); * Significant difference between T1 and T3 (p < 0.05); † Significant difference between genders (p < 0.05); Statistically significant (p < 0.05) values are identified in bold; mins : minutes; n : number of participants; T1 : Baseline Timepoint; T3 : Intervention Timepoint; LIPA : Light Intensity Physical Activity; MPA : Moderate Physical Activity; VPA : Vigorous Physical Activity; MVPA : Moderate-to-Vigorous Physical Activity Practice Session Characteristics Practice Activities Table 4 presents the percentage of baseline and GBA practice session time spent in training form and playing form activity types. During baseline practice sessions, both teams spent most of the practice session time in training form activities. In contrast, during the GBA practice sessions, there was a significant decrease with a large effect size in training form activities and a significant increase with a large effect size in playing form activities (U17 boys: p < 0.001, d = 6.65; U16 girls:, p = 0.044, d = 4.60). In addition, a significant gender difference with a large effect size was observed during the baseline practice sessions, with the U17 boys’ team spending more time in training form activities (p = 0.038, d = 3.60). In contrast, during the GBA practice sessions, no significant gender differences were observed for time spent in training form or playing form activities (p > 0.05). Table 4 Percentage of practice session duration spent in training form and playing form activity types. U17 Boys U16 Girls Training Form (%) Playing Form (%) Training Form (%) Playing Form (%) Baseline Session 75.0 25.0 53.2 † 46.8 GBA Session 11.6 * 88.4 * 10.3 * 89.7 * Note : Values are percentages; * Significant difference between baseline and GBA practice sessions (p < 0.05); † Significant difference between genders (p < 0.05); GBA : Game-Based Approach Figure 3 presents a breakdown of the percentage of time spent in specific training form and playing form activities during baseline and GBA practice sessions. Overall, there were primary changes to two specific practice activities between the practice sessions. There was a decline in the use of drills during GBA practice sessions for the U17 boys’ team (Baseline: 19.8%; GBA: 0%) and U16 girls team (Baseline: 17.4%; GBA: 0%). Concurrently, there was an increase in the use of conditioned games during GBA practice sessions for the U17 boys’ team (Baseline: 25.0%; GBA: 70.3%) and U16 girls team (Baseline: 0%; GBA: 68.2%). “Other” Activities Compared to baseline practice sessions, both the U17 boys’ team (Baseline: 31.3%; GBA: 42.1%; p = 0.010; d = 2.79) and U16 girls team (Baseline: 31.6%; GBA: 43.4%; p = 0.004; d = 2.18) were observed to spend a significantly greater percentage of time in “other” activities during the GBA practice sessions. Figure 4 presents a breakdown of how players spent these “other” activity periods during practice sessions. Across both teams, the time spent in coach-player huddles represented the largest “other” activity during both the baseline (U17 Boys: 21.7%; U16 Girls: 23.1%) and GBA (U17 Boys: 20.7%; U16 Girls: 19.9%) practice sessions. Across both teams, a larger percentage of time was spent in each of the remaining four “other” activities (i.e., transition, player huddle, drink break, freeze in position) during the GBA practice sessions. Discussion The aim of this research was to evaluate the effect of a GBA intervention on PA levels in youth Gaelic football players and to investigate the effects of the intervention on overall daily PA levels and practice session characteristics. The findings revealed that the intervention led to a significant increase in practice session PA levels and daily PA levels for both the U17 boys and U16 girls teams. With regards to session characteristics, the GBA intervention resulted in an increase in player exposure to playing form activities and “other” activities. GBAs have been relatively underexplored in the context of enhancing PA participation through sports [ 30 ]. To bridge this research gap, this study employed a novel approach by implementing a GBA intervention to investigate its impact on the PA levels of youth Gaelic football players. The results of this research provide support for the efficacy of GBAs in increasing players' PA levels, as both participating teams spent a significantly larger percentage of time in MVPA during GBA practice sessions (U17 boys: 21% or 12.8min/hr; U16 girls: 22% or 13.3min/hr). The improvement in PA levels observed is consistent with some existing evidence, where GBAs resulted in players achieving increased PA levels in netball and soccer practice sessions [ 17 , 29 ]. In addition to the health benefits associated with increased levels of PA [ 42 ], GBAs may also offer a way of simultaneously preparing players for the demands of competitive match-play [ 17 ]. Specifically, research consistently demonstrates that engaging in playing form activities (e.g., small-sided games), as promoted by GBA literature, results in improvements of players’ physical and physiological fitness characteristics, as well as technical and tactical skills [ 43 ]. A gender disparity in adolescent PA levels has consistently been demonstrated within the literature, whereby females accumulate significantly less daily MVPA levels than their male peers [ 44 , 45 ]. This gender disparity persists in OS settings, with females accumulating significantly less time in MVPA during OS participation compared to males [ 46 , 47 ]. Due to these pronounced gender differences, females have been identified as a high priority group for PA promotion, leading to the emergence of tailored policies and interventions to address their specific needs [ 48 ]. It is therefore noteworthy that in this study the GBA intervention demonstrated an ability to eliminate the gender disparity observed in the PA levels attained during baseline practice sessions. This finding suggests that differences in PA levels between genders may be influenced by environmental and contextual factors within sports settings, rather than inherent differences in female’s capabilities. This aligns with broader discussions in research on how sporting environments are constructed leads to female adolescents’ disengagement with PA [ 49 ]. A large body of research has demonstrated the importance of participation in OS to overall daily PA levels, as OS participating adolescents are significantly more physically active [ 50 ], and more likely to meet the PA guidelines than their non-participating peers [ 51 ]. Therefore, it appears logical that the increase in PA levels during GBA practice sessions may have contributed to the significant increase in daily MVPA levels observed by players across the measurement timepoints (U17 boys: 67.2 min; U16 girls: 67.6 min), and the increased percentage of participants meeting PA guidelines at T3 (U17 boys: 67%; U16 girls: 70%). These observed improvements represent significant outcomes, particularly within the broader context of PA interventions targeting adolescent populations [ 12 ]. While interventions to promote PA among adolescents have predominantly been implemented in school settings, recent systematic reviews and meta-analyses have concluded that they result in little to no impact on MVPA levels [ 52 , 53 ]. While a number of factors must be considered as also potentially effecting the PA levels attained during this data collection phase, such as seasonal variations,[ 54 ] and variable waking hours [ 35 ], the results suggest a GBA can significantly increase the contribution of Gaelic football participation to youth daily PA levels and the attainment of the PA guidelines. The increase in PA levels during GBA practice sessions may be explained by players’ increased exposure to playing form activity during these sessions. During the baseline practice sessions coaches were observed to align with a traditional approach, as they spent a majority of practice session time in training form activities (U17 boys: TF: 75.0%; U16 girls: TF: 53.2%), which limit players’ opportunities to attain PA [ 16 ]. In contrast, during the GBA practice sessions both the U17 boys and U16 girls teams significantly increased the percentage of practice session time spent in playing form activities by approximately 63% and 43%, respectively. These significant increases in playing form activity are in line with previous studies conducted in OS coaching settings, where there was a specific emphasis on increasing time spent in playing form activities [ 17 , 55 ]. Further, this study recorded changes in specific practice activities across baseline and intervention phases, thus providing greater detail on the potential cause of any changes in PA levels that occurred. Therefore, in the context of this study, the large increase in time spent in “conditioned games” during GBA practice sessions (see Fig. 3 ), appears to be an important factor in explaining the improvements in players’ PA levels during these sessions, suggesting that the implementation of a GBA approach is conducive to increased MVPA in practice sessions. This research also revealed that players spent large periods of time in “other” activities during both baseline and GBA practice sessions. Importantly, how this time is utilised within sessions can greatly impact player development [ 56 ]. Questioning and providing opportunities for dialogue are defining features within a GBA [ 27 ], aimed at promoting thinking and the social interaction from which learning emerges [ 57 ]. Moreover, these features have been proposed as a strategy for efficient utilisation of “other” activity periods within coaching sessions [ 27 , 56 ]. However, qualitative research has reported a perception amongst coaches that practice session constraints do not allow for questioning and dialogue to be frequently implemented, and that the intensity of sessions is compromised when these features are applied [ 58 ]. In this analysis, the results indicate that total percentage of practice session time spent in “other” activities was significantly greater during the GBA practice sessions for both the teams (U17 boys team: Baseline: 31.3%, GBA: 42.1%; U16 girls team: Baseline: 31.6%, GBA: 43.4%). Interestingly, despite this increase in time spent in “other” activities, participants demonstrated increased PA levels during the GBA practice sessions. These findings are consistent with Eather and colleagues’ [ 55 ] GBA intervention study, which observed no significant change in practice session time spent in practice activities, despite soccer increasing their use of questioning by 34.5%. These findings demonstrate that the application of questioning and dialogue within GBA pedagogy does not negatively impact the PA levels attained during practice sessions, instead it may provide coaches with a strategy to maximise the impact of “other” activity periods. Limitations Despite the novelty of this study, there are limitations that should be considered. First, no reliability tests were conducted on the coding process of practice sessions characteristics. While content validity measures were adopted by Kinnerk and colleagues [ 32 ] in the design of the coding system, we acknowledge that reliability tests of the coding process would have increased the rigour of our study design. Second, this was a pilot investigation, with a short intervention period and a small number of Gaelic football teams investigated. Therefore, these findings may not be generalisable across youth Gaelic football settings. Finally, as outlined previously, the participant coaches did not possess an explicit theme for their baseline practice sessions but were observed to implement primarily attack focused sessions. Thus, the four GBA practice sessions designed and employed by the experienced practitioners, linked to the theme of “Understanding Width”, were chosen to mirror the attack focus of these baseline sessions. Nonetheless, it is possible that the inclusion of this theme and the associated playing form activities implemented may have promoted greater PA levels amongst the players than other themes that could have potentially been utilised (i.e., defence focused themes). Conclusions This study demonstrates the effectiveness of a GBA intervention in significantly enhancing practice session PA levels and overall daily PA levels among youth Gaelic football players. The findings suggest that increased exposure to playing form activities and the strategic use of "other" activities for questioning and dialogue, can effectively eliminate gender disparities in PA levels and contribute to meeting PA guidelines. These results support the broader potential of GBAs to not only improve PA behaviours, but also to prepare players for competitive match-play by enhancing their physical, physiological, technical, and tactical skills. Future studies with larger sample sizes and varied practice session themes are recommended to validate and expand upon these findings. Additionally, longitudinal studies tracking the long-term effects of a GBA on players' PA levels, performance, and overall participation in Gaelic football would provide valuable insights into the sustained impact of a GBA over time. Declarations Competing Interests: The authors have no competing interests to declare that are relevant to the content of this article. Funding Details: This work was supported by the Technological University of the Shannon: Midlands President’s Doctoral Scholarship. Ethical Approval: This study was performed in line with the principles of the Declaration of Helsinki. Ethical approval for this research study was granted by the Technological University of the Shannon: Midlands Research Ethics Committee (#20210501). Consent to Participate: Written informed consent was obtained from the coaches and written informed parental consent and participant assent was obtained prior to the commencement of the study. References Aubert S, Barnes JD, Demchenko I, Hawthorne M, Abdeta C, Abi Nader P, Sala JCA, Aguilar-Farias N, Aznar S, Bakalár P (2022) Global matrix 4.0 physical activity report card grades for children and adolescents: results and analyses from 57 countries. 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Phys Educ Sport Pedagogy 16:101. https://doi.org/10.1080/17408989.2011.544579 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4533694","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":314292301,"identity":"348eef06-6720-495f-9bf3-dc3fce835760","order_by":0,"name":"Kevin Gavin","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA1klEQVRIiWNgGAWjYBACCSA+AGYxMzA+ANFspGhhNmBIIFILDLBJgLQQBJLtPYaHCxhq5Q2O8x6r+PnjMAMfewN+LdI8ZwwOz2A4brjhMF/azZ6EwwxsPAfwa5GTSEs4zMNwjHFmM4/ZDR6QFgkCrpOTfwbWYg/SUvgHpEX+AQGHSTAfAGqpSexn5jFjhtiCXweDZE8yUIvBgWSgFmNpmbR0HjYeAg6TOH6w+TNPRZ1tG/8Zw49vbKzl5NsPELAGDAwOw5k8xKgHgTpiFY6CUTAKRsFIBAB9IDo560By8AAAAABJRU5ErkJggg==","orcid":"","institution":"Technological University of the Shannon","correspondingAuthor":true,"prefix":"","firstName":"Kevin","middleName":"","lastName":"Gavin","suffix":""},{"id":314292302,"identity":"a4581ba0-5d3a-48e1-a279-ebd1a49b36f3","order_by":1,"name":"Aoife Lane","email":"","orcid":"","institution":"Technological University of the Shannon","correspondingAuthor":false,"prefix":"","firstName":"Aoife","middleName":"","lastName":"Lane","suffix":""},{"id":314292303,"identity":"8009b0fa-f687-46f4-af0d-465846ad9a11","order_by":2,"name":"Kieran Dowd","email":"","orcid":"","institution":"Technological University of the Shannon","correspondingAuthor":false,"prefix":"","firstName":"Kieran","middleName":"","lastName":"Dowd","suffix":""}],"badges":[],"createdAt":"2024-06-05 11:27:07","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4533694/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4533694/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":59050087,"identity":"9ced0d88-3024-4062-95bc-f7b10f471c37","added_by":"auto","created_at":"2024-06-25 19:38:28","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":773053,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-4533694/v1/f80b6adff419270d7f9e5eb1.png"},{"id":59050086,"identity":"68bedaaa-1945-4e2c-8e3c-77a6dc317a5a","added_by":"auto","created_at":"2024-06-25 19:38:28","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":408211,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-4533694/v1/fe8f09c8b570e7e02d8b08b9.png"},{"id":59050545,"identity":"5cd15fa5-a959-4148-aacf-dea4450b5e3b","added_by":"auto","created_at":"2024-06-25 19:46:29","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":206861,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-4533694/v1/18d498d6ce97158c08fcb7ed.png"},{"id":59050088,"identity":"898e3c3d-2e11-4591-84f5-ea4808599e21","added_by":"auto","created_at":"2024-06-25 19:38:29","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":192702,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-4533694/v1/d0ba9f30ab8d9e36c8985a43.png"},{"id":77099041,"identity":"7d257265-7dbb-43ff-aab8-91e49ac92775","added_by":"auto","created_at":"2025-02-25 07:02:09","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2698109,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4533694/v1/33ff8283-81a7-4602-8808-32e7b4837920.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels","fulltext":[{"header":"Introduction","content":"\u003cp\u003eOrganised sport (OS) is one of the most popular forms of leisure-time physical activity (PA), with at least one third of children and adolescents participating worldwide [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Given its inherently social nature, participation in OS is linked to enhancements in physical, psychological, and social health that surpass those of individual forms of PA [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Gaelic games, inclusive of Gaelic football, hurling and camogie, are team sports indigenous to Ireland [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. The national governing bodies of Gaelic games form Ireland\u0026rsquo;s largest community and sporting organisations, supporting approximately 500,000 playing members and 100,000 coaches [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. As Gaelic games are a central part of both Irish identity and culture, the Gaelic games club has been highlighted as a suitable setting for the promotion and accumulation of PA amongst Irish youth [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Gaelic football in particular has the highest participation rates amongst Irish adolescents, with 32% of 12\u0026ndash;18 years olds participating regularly [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Notwithstanding its popularity among this cohort, research suggests that approximately 50% of practice session time in youth Gaelic football is spent inactive or in light intensity physical activity (LIPA) [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], highlighting opportunities to increase the contribution of Gaelic football to youth participants\u0026rsquo; daily PA levels.\u003c/p\u003e \u003cp\u003eCoaches are recognised as central figures in the youth OS setting, uniquely positioned to create meaningful learning and development experiences which facilitate the guided improvement of players [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. In particular, the coach has been described as one of the primary factors influencing the PA levels attained in OS contexts [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. In invasion team sports the traditional approach has been observed as the most dominant approach adopted by coaches [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. This approach is characterised by (i) the introduction of training form activities, which are activities performed in isolation or in small-group scenarios, devoid of competition-like context; (ii) players\u0026rsquo; repetitive attempts to reproduce coach-prescribed movements in these activities; (iii) the coach providing regular, direct, corrective feedback; and (iv), a concluding game-related activity where players attempt to apply the technical skills learned [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Although effective at facilitating skill development in the early stages of learning [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], concerns have arisen regarding this approach\u0026rsquo;s potential to restrict players' decision-making skills and contextual application of technical skills [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e], as well as its association with limited PA attainment [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Consequently, there have been calls to further investigate youth OS coaching and to determine efficient ways of optimising the dose of PA accumulated by youth during OS [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eImproving PA during OS must be considered in the context of developing and enhancing successful performance, which is dependent on players\u0026rsquo; ability to display high levels of competency [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. A game-based approach (GBA) has emerged within coaching research as an alternative pedagogical approach to address such needs [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. In contrast to a traditional approach, a GBA contextualises learning within playing form activities, which mimic the technical, tactical, and physical demands players will encounter in competitive play [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. GBA pedagogy also promotes a non-linear arrangement of these playing form activities, beginning with an initial game to establish context and assess players\u0026rsquo; competencies, before advancing to additional playing form activities [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Furthermore, GBAs require the coach to act as a facilitator, being less directive and using questioning to stimulate reflection and interaction [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. While many forms of GBAs exist within the literature (e.g., Game Sense, Teaching Games for Understanding), Light [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] argues that all GBAs share four fundamental features: (i) the design and manipulation of games; (ii) the use of questioning; (iii) the provision of opportunities for dialogue; and (iv) building a supportive socio-moral environment.\u003c/p\u003e \u003cp\u003eA recent review of the GBA literature within team sport settings highlighted that GBAs have a positive effect on numerous player outcomes, including tactical awareness and decision- making, personal and social development, motivation, and enjoyment [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Furthermore, as GBAs promote the predominant use of playing form activities, which have been highlighted to be more conducive to PA than training form activities [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], it has been suggested that this approach may also have a positive effect on players\u0026rsquo; PA levels [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Indeed, emerging evidence has highlighted that during GBA practice sessions, players accumulated significantly higher levels of PA than during traditional approach practice sessions [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. However, despite research demonstrating the potential benefits of GBAs to player development, uptake of this pedagogical approach by coaches remains limited [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Lyle [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e] states that a major contributor to this lack of transfer and adoption of evidence informed coaching research to OS settings is a failure to produce in-situ intervention-based studies. A dearth of research investigating the effect of interventions on outcomes critical to successful performance and minimal reporting on the acceptability of GBAs to players and coaches may have contributed to GBAs receiving little attention from coaches [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. As a result, the need for research to investigate GBA interventions across a broader scope of geographical areas, OS types and coaching context has been emphasised [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eConsidering previous research has demonstrated its positive effect on players\u0026rsquo; PA levels (e.g., [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]), a GBA was identified as a suitable approach to potentially impact youth Gaelic football players\u0026rsquo; PA levels. Moreover, Kinnerk and colleagues [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] specified that studies which investigate the impact of a GBA on players\u0026rsquo; PA using device-based measures are warranted. Thus, the primary aim of this study is to investigate the effect of a GBA in a youth Gaelic football setting, on players\u0026rsquo; PA levels in comparison to their standard practice sessions. This study also aims to investigate the effects of a GBA on youth players\u0026rsquo; daily PA levels, and on practice session characteristics.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDesign\u003c/h2\u003e \u003cp\u003eThis study employed a quasi-experimental design to investigate the impact of a 2-week GBA intervention within a youth Gaelic football setting. Following a 1-week baseline measurement period, experienced GBA practitioners implemented the GBA intervention with an under-17 (U17) boys team and an under-16 (U16) girls team. There were two components to this study. Firstly, quantitative data of youth Gaelic football participants\u0026rsquo; PA levels during baseline and GBA practice sessions, and across two nine-day measurement periods was assessed using the activPAL accelerometer (activPAL\u003csup\u003e3M\u003c/sup\u003e, PAL Technologies Ltd., Glasgow, UK). Secondly, practice session characteristics were determined through the systematic observation (video recording) and coding of baseline and GBA practice sessions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eParticipants\u003c/h2\u003e \u003cp\u003eUsing a convenience sampling method, one Gaelic football club in the Midwest of Ireland was selected to participate in this study. Written informed consent was first obtained from the coaches of the U17 boys (n\u0026thinsp;=\u0026thinsp;2) and U16 girls teams (n\u0026thinsp;=\u0026thinsp;2), followed by written informed parental consent and participant assent (Males: n\u0026thinsp;=\u0026thinsp;22; Females: n\u0026thinsp;=\u0026thinsp;24) prior to the commencement of the study. Participant inclusion criteria for the players were: (a) present for two baseline and two GBA practice sessions; and (b) provide the minimum number of valid days of PA measurement at both timepoints.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eStudy Protocol\u003c/h2\u003e \u003cp\u003eData collection for this study was conducted over three consecutive weeks, represented as three different timepoints (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Timepoint 1 (T1) served as a baseline assessment, during which coaches continued with their typical coaching approach. At T1, two \u0026ldquo;baseline\u0026rdquo; practice sessions and the related outcome measures were recorded for both the U17 boys (n\u0026thinsp;=\u0026thinsp;2) and U16 girls (n\u0026thinsp;=\u0026thinsp;2) teams. Additionally, daily PA data was also recorded across a nine-day measurement period. Timepoint 2 (T2) and timepoint 3 (T3) represented the intervention period, during which both U17 boys (n\u0026thinsp;=\u0026thinsp;4) and U16 girls (n\u0026thinsp;=\u0026thinsp;2) teams engaged in GBA practice sessions. Each timepoint involved three GBA practice sessions (U17 Boys: n\u0026thinsp;=\u0026thinsp;2; U16 Girls: n\u0026thinsp;=\u0026thinsp;1), with related outcome measures recorded. The lower number of GBA intervention practice sessions conducted with the U16 girls team was due to scheduling conflicts and rearranged fixtures. PA data collection at T2 was limited to practice sessions, while at T3, it extended over a nine-day period to assess the impact of GBA intervention on daily PA levels, mitigating participant burden associated with wearing the activPAL device continuously for three weeks.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eGBA Intervention Sessions\u003c/h2\u003e \u003cp\u003eTwo coaches with experience in employing authentic GBAs were recruited to assume the role of \u0026ldquo;experienced practitioners\u0026rdquo; and deliver the GBA intervention practice sessions. These coaches had previously participated in a 26-week training intervention in GBA pedagogy [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e], are experienced GBA practitioners and are acknowledged as advocates for GBA. Prior to data collection at T2 and T3, both coaches of the participating teams were provided with the opportunity to select a specific tactical theme for the GBA sessions, but instead opted to have the theme decided by the experienced practitioners. Consequently, a total of four separate practice sessions linked to the theme of \u0026ldquo;Understanding Width\u0026rdquo; and aligned with Light\u0026rsquo;s [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] four features of GBAs were developed by the experienced practitioners. The structure of each practice session reflected a format previously utilised within GBA research [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e] (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFormat of the game-based approach intervention practice sessions.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePractice Activity\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescription\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInitial Game\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePlayers are introduced to an activity which presents a tactical problem and sets the focus for the remainder of the session. This activity is typically performed over several predetermined sets and lengths of time (e.g., 2x3mins). After the initial game, a coach-player huddle is organised where players are asked questions regarding this activity.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eModified Game\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThis game-related activity is designed to assist players in developing concepts or factors identified in the initial game form. This activity is typically performed over several predetermined sets and lengths of time. At the end of each completed set, coaches utilise both player huddles and coach-player huddles to allow for discussion and debate.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSkills Practice (if necessary)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDuring the initial game and modified games, the experienced practitioners may determine that players\u0026rsquo; performances are being inhibited by a failure to execute skills. In such circumstances, the coaches may prescribe training form activities (i.e. skills in isolation, drills) to emphasise a particular technical skill with a view to facilitate improved game performance. The amount of time afforded to this type of activity is limited to until the players can successfully perform the skill before returning to game-related activities.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eProgressive Game\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe aim of this activity is to target the associated theme of the session, but with conditions that increase the complexity of the task. Like the modified game activity, this activity is typically performed over several predetermined sets and lengths of time. Opportunities for questioning, discussion and debate are also provided using both player huddles and coach-player huddles in between games.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eReturn to Initial Game\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe final activity sees the players return to the initial game they performed at the beginning of the practice session. The emphasis in play and conditions within this activity should be on elements covered within the previous activities.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSession Review\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSummary of the session through discussions and questioning around the tactical concepts identified and worked on within the session.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eData Collection\u003c/h2\u003e \u003cp\u003eData were collected in this study in relation to: (1) PA of players and (2) practice session characteristics.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003ePhysical Activity\u003c/h2\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003ePhysical Activity Assessment\u003c/h2\u003e \u003cp\u003eThe activPAL3 micro activity monitor was the device-based measurement tool used to assess free-living PA levels in this study. Participants were provided with their activPAL\u003csup\u003e3M\u003c/sup\u003e devices prior to the selected practice sessions. The device was placed in a nitrile sleeve and attached directly to the skin on the midline of the anterior aspect of the right thigh using a transparent dressing (Tegaderm\u0026trade; Foam Adhesive Dressing) and secured it with an elasticated tubular support bandage (Sterogrip\u0026trade; Elasticated Tubular Bandage). At T1 and T3, participants were instructed to wear the activPAL\u003csup\u003e3M\u003c/sup\u003e device 24 hours per day (except while swimming or bathing) for a total of nine consecutive days (including two practice sessions) [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. The participants were also provided with additional adhesive dressings, instructions detailing how to change the dressings, and an activity log to record any time the device was removed and reapplied, or any time they participated in an additional OS over the nine-day period. In contrast, during T2, participants were only required to wear the activPAL device during the practice sessions.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eData Processing\u003c/h2\u003e \u003cp\u003eThe protocol used for data reduction is described in detail elsewhere [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Briefly, the primary investigator accessed the recorded epoch data using the PALanalysis Software\u0026trade; (version 8.11.9), before exporting it to a Microsoft Excel (Redmond, WA, USA) file format to be processed. The activPAL output was individually screened to ensure that each participant had provided a sufficient number of valid days of accelerometer recording. Participants were only included in this analysis if they achieved at least four full days of accelerometer recording (3 weekdays and 1 weekend day) across each nine-day period [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. The output files were then examined to produce daily PA variables, which include sitting/lying time, standing time, LIPA, moderate physical activity (MPA), vigorous physical activity (VPA) and MVPA. The start and finish times of each recorded practice session were identified within the output files and the PA variables during these periods were also quantified. To control for the variation in the amount of time spent in practice sessions, the PA variables during these sessions were defined as minutes per hour (min/hr). This was achieved by dividing the amount of time spent in each PA variable by the duration of each practice session and then multiplying by 60.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003ePractice Session Characteristics\u003c/h2\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003ePractice Session Recording\u003c/h2\u003e \u003cp\u003eA total of 4 baseline practice sessions (U17 Boys: n\u0026thinsp;=\u0026thinsp;2; U16 Girls: n\u0026thinsp;=\u0026thinsp;2) and 6 GBA practice sessions (U17 Boys: n\u0026thinsp;=\u0026thinsp;4; U16 Girls: n\u0026thinsp;=\u0026thinsp;2) were recorded during this study. Each of these practice sessions were recorded using a digital video camera (Panasonic HC-V100, Panasonic Co., Japan) mounted on a stationary tripod. To provide an unobstructed view of all practice activities, the camera was positioned at either the left or right corner of the training pitch. The video footage of each practice session was then uploaded to a PC and coded.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eCoding System and Process\u003c/h2\u003e \u003cp\u003eTo assess the structure of the coaching sessions, a coding system was employed, the development of which is described in detail elsewhere [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. This coding system included three training form activities, five playing form activities and five \u0026ldquo;inactivity\u0026rdquo; terms (See Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Prior to implementation within this research, one modification to this coding system was made, where the descriptor \u0026ldquo;inactivity\u0026rdquo; was modified to \u0026ldquo;other\u0026rdquo; activity. Given that the measurement of PA data is a primary aim of this research study, the use of \u0026ldquo;inactivity\u0026rdquo; to describe these times would conflict with the accepted PA research terminology [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe coding of practice activities (i.e. training form and playing form) and \u0026ldquo;other\u0026rdquo; activities followed a distinct process. Firstly, coding of practice activities began once the coach initiated instruction/conversation related to a specific practice activity (e.g., drill, conditioned game) and ended when instruction/conversation shifted to the next practice activity. \u0026ldquo;Other\u0026rdquo; activities often occurred during an individual training form or playing form activity. For example, coaches would often implement \u0026ldquo;freeze in position\u0026rdquo; or \u0026ldquo;coach-player huddles\u0026rdquo; throughout the duration of a conditioned game. As a result, this study did not subtract these \u0026ldquo;other\u0026rdquo; activity periods from the practice activity type in which they occurred. Instead, \u0026ldquo;other\u0026rdquo; activities were coded simultaneously to practice activities when such periods occurred, resulting in separate values for both [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. As a result, within each practice session all training form and playing form activities added to the total session duration and percentages added to 100.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eGBA Intervention Validation\u003c/h2\u003e \u003cp\u003eTo ensure the GBA practice sessions were employed by the experienced practitioners as stipulated in the GBA literature, a validation protocol [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] and benchmark observational instrument [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] were utilised. Ultimately, the results of both the validation protocol and benchmark validation indicated that the GBA was validly implemented by the experienced practitioners within all sessions.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePractice session coding terms and definitions.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTraining Form Activities\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDrills\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExercises practiced unopposed in lines that require the repetition of skills and prescribed directional movement.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSkills in Isolation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSimilar to drills but do not occur in lines/use of cones and are often completed with little movement/no pressure thus allowing the player to solely concentrate on the skill being practiced (e.g., random practice exercises such as 3 players kick passing to each other randomly throughout field with no pressure).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFitness\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExercises completed without the ball that usually focus on improving fitness, speed and agility etc. (e.g., warm-up/cool down non-ball exercises, stretching, timed runs, conditioning)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePlaying Form Activities\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eApplied Skills Practice\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eActivities that involve some level of opposition and where technique is exposed to pressure and elements of decision-making are required. Typically, uneven or low number activities (1vs1/2vs2/4vs2).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSmall-Sided Games\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMatch-play with reduced number of players and two goals (No conditions imposed)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConditioned Games\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAs per small-sided games, but includes variations to rules and areas of play (e.g., Players cannot cross halfway, X number of passes needed before shooting, possessions, steps only)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePhase of Play\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnidirectional match-like play, toward one goal (e.g., One team always attacks)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFull-Sided Games\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eActual match-play. Game played with the full complement of players present at a training session. Regulation rules with two goals.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003e\u0026ldquo;Other\u0026rdquo; Activities\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFreeze in Position\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoach stops the activity to talk to the players and the players remain in their current position during the activity (i.e., \u0026ldquo;stop and hold there\u0026hellip;\u0026rdquo;)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCoach-Player Huddle\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoach stops the activity and gets the players to come together for a discussion in a certain area (i.e., \u0026ldquo;stop and bring it in..\u0026rdquo;)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePlayer Huddle\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoach stops the activity and asks players to lead a discussion without coach\u0026rsquo;s presence (i.e., \u0026ldquo;attackers have a chat amongst yourselves\u0026hellip;\u0026rdquo;)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDrink Break\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePeriods of time where the players have been told by the coach to have a rest and a drink (i.e., \u0026ldquo;stop there and go get a drink\u0026hellip;\u0026rdquo;)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTransition\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePeriods of time where the players are moving (or transitioning) between activities or inactivity periods such as the players moving back into position following a player huddle or drink break\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eThe activPAL output was summed and averaged over the measured data collection periods for male and female participants. The total time spent sitting/lying, standing, in LIPA, MPA, VPA and MVPA during waking hours was examined. Variables were tested to meet the assumptions for normal distribution using the Shapiro-Wilks test. The homogeneity of variance of data was investigated using the Levene\u0026rsquo;s test. A two-way mixed analysis of variance (ANOVA) was utilised to determine changes in each PA behaviour between baseline and GBA practice sessions across male and female participants. Partial eta squared values (ηp\u0026sup2;) of 0.01, 0.06 or 0.14, represented small, medium and large effect sizes respectively [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Paired sample t-tests were utilised to examine the differences in the amount of time spent in PA behaviours between T1 and T3 for males and females separately. Finally, differences in the means of each PA behaviour between males and females during baseline practice sessions, GBA practice sessions, and on total measured days at T1 and T3, were established using independent samples t-tests. To determine the number of participants that meet the current PA guidelines, participants were required to achieve a daily average of 60 minutes of MVPA across all measured days [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe duration of each practice session was recorded, and the time spent in each training form activity, playing form activity and \u0026ldquo;other\u0026rdquo; activity was coded and quantified. Paired sample t-tests were used to compare the amount of time spent in training form activity, playing form activity and \u0026ldquo;other\u0026rdquo; activity during baseline and GBA practice sessions for the U17 boys and U16 girls teams separately. Differences in the amount of time spent in training form activity, playing form activity and \u0026ldquo;other\u0026rdquo; activity between U17 boys and U16 girls teams during baseline and GBA practice sessions were established using independent sample t-tests. To reduce the likelihood of Type I error, p-values were subjected to Benjamini\u0026ndash;Hochberg adjustment. Cohen\u0026rsquo;s d effect size measures were calculated as appropriate. Statistical analyses were performed using IBM SPSS 26.0 (SPSS, Inc; Chicago, IL). The alpha level required for significance for all tests was set at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec17\"\u003e\n \u003ch2\u003eParticipant Characteristics\u003c/h2\u003e\n \u003cp\u003eA total of 18 U17 boys\u0026rsquo; team members (mean age: 15.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5 yrs.) and 20 U16 girls team members (mean age: 14.4\u0026thinsp;\u0026plusmn;\u0026thinsp;0.7 yrs.) who were present for two baseline, the two GBA practice sessions and provided the minimum number of valid days of PA measurement at both timepoints were included in the analysis.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec18\"\u003e\n \u003ch2\u003ePhysical Activity Levels\u003c/h2\u003e\n \u003cdiv id=\"Sec19\"\u003e\n \u003ch2\u003ePractice Session Physical Activity Levels\u003c/h2\u003e\n \u003cp\u003eFigure \u003cspan\u003e2\u003c/span\u003e presents the distribution of time spent in sitting/lying, standing, LIPA, MPA, VPA and MVPA during baseline and GBA practice sessions. During the GBA practice sessions, participants were observed to spend significantly more time in PA when compared to baseline practice sessions, with a medium effect size for sitting/lying (U17 boys: p\u0026thinsp;=\u0026thinsp;0.030; \u0026eta;p\u0026sup2;=0.110) and large effect sizes for standing (U17 boys: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.310; U16 girls: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.718), LIPA (U17 boys: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.736), MPA (U16 girls: p\u0026thinsp;=\u0026thinsp;0.004; \u0026eta;p\u0026sup2;=0.181), VPA (U17 boys: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.787; U16 girls: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.731) and MVPA (U17 boys: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.742; U16 girls: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.773).\u003c/p\u003e\n \u003cp\u003eIn addition, significant gender differences with large effect sizes were observed during the baseline practice sessions, as male participants spent significantly less time standing (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.457), and significantly more time in LIPA (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; \u0026eta;p\u0026sup2;=0.539) than their female counterparts. In contrast, during the GBA practice sessions, no significant gender differences were observed for time spent in each PA intensity (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec20\"\u003e\n \u003ch2\u003eDaily Physical Activity Levels\u003c/h2\u003e\n \u003cp\u003eTable \u003cspan\u003e3\u003c/span\u003e describes participants\u0026rsquo; daily waking time spent sitting/lying, standing, in LIPA, MPA, VPA and MVPA across a nine-day measurement period in both T1 and T3. Overall, between the timepoints, participants significantly increased time spent in daily PA, with small and medium effect sizes for MPA (Males: p\u0026thinsp;=\u0026thinsp;0.017, d\u0026thinsp;=\u0026thinsp;0.47; Females: p\u0026thinsp;=\u0026thinsp;0.005, d\u0026thinsp;=\u0026thinsp;0.49), VPA (Males: p\u0026thinsp;=\u0026thinsp;0.006, d\u0026thinsp;=\u0026thinsp;061; Females: p\u0026thinsp;=\u0026thinsp;0.026, d\u0026thinsp;=\u0026thinsp;0.34) and MVPA (Males: p\u0026thinsp;=\u0026thinsp;0.003, d\u0026thinsp;=\u0026thinsp;0.62; Females: p\u0026thinsp;=\u0026thinsp;0.003, d\u0026thinsp;=\u0026thinsp;0.52). Additionally, over time, female participants significantly increased total daily waking time (Females: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, d\u0026thinsp;=\u0026thinsp;0.63) and the amount of daily waking time spent standing (Females: p\u0026thinsp;=\u0026thinsp;0.005, d\u0026thinsp;=\u0026thinsp;0.52).\u003c/p\u003e\n \u003cp\u003eStatistically significant gender differences, with medium and large effect sizes, were observed at both T1 and T3, with females spending significantly more time in standing than their male counterparts (T1: t(147)=-3.137, p\u0026thinsp;=\u0026thinsp;0.002, d\u0026thinsp;=\u0026thinsp;0.53; T3: t(101)=-4.179, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, d\u0026thinsp;=\u0026thinsp;0.82). At T1, 22% of males and 20% of females met the current WHO PA guidelines. At T3, compliance with these PA guidelines increased, with 67% of males and 70% of females successfully meeting the guidelines.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 3\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eMean daily physical activity intensity (minutes) for male and female participants at T1 and T3.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eU17 Boys\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eU16 Girls\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT1\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT3\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT1\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT3\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Waking (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e719.8 (153.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e766.4 (113.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e743.6 (96.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e807.0 (103.9)*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eSitting/Lying (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e457.3 (104.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e459.0 (132.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e426.9 (119.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e414.3 (119.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eStanding (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e147.5 (78.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e161.8 (77.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e188.9 (76.5)\u0026dagger;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e235.4 (100.5)*\u0026dagger;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eLIPA (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e71.0 (45.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e78.5 (44.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e78.4 (51.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e89.8 (37.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eMPA (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e31.4 (20.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e41.5 (22.6)*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e31.6 (20.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e42.6 (24.2)*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eVPA (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12.8 (16.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25.7 (25.1)*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.9 (19.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25.0 (22.0)*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eMVPA (mins)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e44.2 (30.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.2 (43.1)*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e49.5 (33.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.6 (36.3)*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAchieved PA Guidelines % (n)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22 (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67 (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20 (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e70 (14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\"\u003e\u003cstrong\u003eNote\u003c/strong\u003e: Values are mean (SD); \u003cstrong\u003e*\u003c/strong\u003e Significant difference between T1 and T3 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05); \u003cstrong\u003e\u0026dagger;\u003c/strong\u003e Significant difference between genders (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05); Statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) values are identified in bold; \u003cstrong\u003emins\u003c/strong\u003e: minutes; \u003cstrong\u003en\u003c/strong\u003e: number of participants; \u003cstrong\u003eT1\u003c/strong\u003e: Baseline Timepoint; \u003cstrong\u003eT3\u003c/strong\u003e: Intervention Timepoint; \u003cstrong\u003eLIPA\u003c/strong\u003e: Light Intensity Physical Activity; \u003cstrong\u003eMPA\u003c/strong\u003e: Moderate Physical Activity; \u003cstrong\u003eVPA\u003c/strong\u003e: Vigorous Physical Activity; \u003cstrong\u003eMVPA\u003c/strong\u003e: Moderate-to-Vigorous Physical Activity\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec21\"\u003e\n \u003ch2\u003ePractice Session Characteristics\u003c/h2\u003e\n \u003cdiv id=\"Sec22\"\u003e\n \u003ch2\u003ePractice Activities\u003c/h2\u003e\n \u003cp\u003eTable \u003cspan\u003e4\u003c/span\u003e presents the percentage of baseline and GBA practice session time spent in training form and playing form activity types. During baseline practice sessions, both teams spent most of the practice session time in training form activities. In contrast, during the GBA practice sessions, there was a significant decrease with a large effect size in training form activities and a significant increase with a large effect size in playing form activities (U17 boys: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, d\u0026thinsp;=\u0026thinsp;6.65; U16 girls:, p\u0026thinsp;=\u0026thinsp;0.044, d\u0026thinsp;=\u0026thinsp;4.60). In addition, a significant gender difference with a large effect size was observed during the baseline practice sessions, with the U17 boys\u0026rsquo; team spending more time in training form activities (p\u0026thinsp;=\u0026thinsp;0.038, d\u0026thinsp;=\u0026thinsp;3.60). In contrast, during the GBA practice sessions, no significant gender differences were observed for time spent in training form or playing form activities (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 4\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003ePercentage of practice session duration spent in training form and playing form activity types.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eU17 Boys\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eU16 Girls\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTraining Form (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePlaying Form (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTraining Form (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePlaying Form (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eBaseline Session\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e75.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e53.2\u003cstrong\u003e\u0026dagger;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e46.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eGBA Session\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e11.6\u003cstrong\u003e*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e88.4\u003cstrong\u003e*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e10.3\u003cstrong\u003e*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e89.7\u003cstrong\u003e*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\"\u003e\u003cstrong\u003eNote\u003c/strong\u003e: Values are percentages; \u003cstrong\u003e*\u003c/strong\u003e Significant difference between baseline and GBA practice sessions (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05); \u003cstrong\u003e\u0026dagger;\u003c/strong\u003e Significant difference between genders (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05); \u003cstrong\u003eGBA\u003c/strong\u003e: Game-Based Approach\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eFigure \u003cspan\u003e3\u003c/span\u003e presents a breakdown of the percentage of time spent in specific training form and playing form activities during baseline and GBA practice sessions. Overall, there were primary changes to two specific practice activities between the practice sessions. There was a decline in the use of drills during GBA practice sessions for the U17 boys\u0026rsquo; team (Baseline: 19.8%; GBA: 0%) and U16 girls team (Baseline: 17.4%; GBA: 0%). Concurrently, there was an increase in the use of conditioned games during GBA practice sessions for the U17 boys\u0026rsquo; team (Baseline: 25.0%; GBA: 70.3%) and U16 girls team (Baseline: 0%; GBA: 68.2%).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026ldquo;Other\u0026rdquo; Activities\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCompared to baseline practice sessions, both the U17 boys\u0026rsquo; team (Baseline: 31.3%; GBA: 42.1%; p\u0026thinsp;=\u0026thinsp;0.010; d\u0026thinsp;=\u0026thinsp;2.79) and U16 girls team (Baseline: 31.6%; GBA: 43.4%; p\u0026thinsp;=\u0026thinsp;0.004; d\u0026thinsp;=\u0026thinsp;2.18) were observed to spend a significantly greater percentage of time in \u0026ldquo;other\u0026rdquo; activities during the GBA practice sessions. Figure \u003cspan\u003e4\u003c/span\u003e presents a breakdown of how players spent these \u0026ldquo;other\u0026rdquo; activity periods during practice sessions. Across both teams, the time spent in coach-player huddles represented the largest \u0026ldquo;other\u0026rdquo; activity during both the baseline (U17 Boys: 21.7%; U16 Girls: 23.1%) and GBA (U17 Boys: 20.7%; U16 Girls: 19.9%) practice sessions. Across both teams, a larger percentage of time was spent in each of the remaining four \u0026ldquo;other\u0026rdquo; activities (i.e., transition, player huddle, drink break, freeze in position) during the GBA practice sessions.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe aim of this research was to evaluate the effect of a GBA intervention on PA levels in youth Gaelic football players and to investigate the effects of the intervention on overall daily PA levels and practice session characteristics. The findings revealed that the intervention led to a significant increase in practice session PA levels and daily PA levels for both the U17 boys and U16 girls teams. With regards to session characteristics, the GBA intervention resulted in an increase in player exposure to playing form activities and \u0026ldquo;other\u0026rdquo; activities.\u003c/p\u003e \u003cp\u003eGBAs have been relatively underexplored in the context of enhancing PA participation through sports [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. To bridge this research gap, this study employed a novel approach by implementing a GBA intervention to investigate its impact on the PA levels of youth Gaelic football players. The results of this research provide support for the efficacy of GBAs in increasing players' PA levels, as both participating teams spent a significantly larger percentage of time in MVPA during GBA practice sessions (U17 boys: 21% or 12.8min/hr; U16 girls: 22% or 13.3min/hr). The improvement in PA levels observed is consistent with some existing evidence, where GBAs resulted in players achieving increased PA levels in netball and soccer practice sessions [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. In addition to the health benefits associated with increased levels of PA [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e], GBAs may also offer a way of simultaneously preparing players for the demands of competitive match-play [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Specifically, research consistently demonstrates that engaging in playing form activities (e.g., small-sided games), as promoted by GBA literature, results in improvements of players\u0026rsquo; physical and physiological fitness characteristics, as well as technical and tactical skills [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA gender disparity in adolescent PA levels has consistently been demonstrated within the literature, whereby females accumulate significantly less daily MVPA levels than their male peers [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. This gender disparity persists in OS settings, with females accumulating significantly less time in MVPA during OS participation compared to males [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. Due to these pronounced gender differences, females have been identified as a high priority group for PA promotion, leading to the emergence of tailored policies and interventions to address their specific needs [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. It is therefore noteworthy that in this study the GBA intervention demonstrated an ability to eliminate the gender disparity observed in the PA levels attained during baseline practice sessions. This finding suggests that differences in PA levels between genders may be influenced by environmental and contextual factors within sports settings, rather than inherent differences in female\u0026rsquo;s capabilities. This aligns with broader discussions in research on how sporting environments are constructed leads to female adolescents\u0026rsquo; disengagement with PA [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA large body of research has demonstrated the importance of participation in OS to overall daily PA levels, as OS participating adolescents are significantly more physically active [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e], and more likely to meet the PA guidelines than their non-participating peers [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Therefore, it appears logical that the increase in PA levels during GBA practice sessions may have contributed to the significant increase in daily MVPA levels observed by players across the measurement timepoints (U17 boys: 67.2 min; U16 girls: 67.6 min), and the increased percentage of participants meeting PA guidelines at T3 (U17 boys: 67%; U16 girls: 70%). These observed improvements represent significant outcomes, particularly within the broader context of PA interventions targeting adolescent populations [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. While interventions to promote PA among adolescents have predominantly been implemented in school settings, recent systematic reviews and meta-analyses have concluded that they result in little to no impact on MVPA levels [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. While a number of factors must be considered as also potentially effecting the PA levels attained during this data collection phase, such as seasonal variations,[\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e] and variable waking hours [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], the results suggest a GBA can significantly increase the contribution of Gaelic football participation to youth daily PA levels and the attainment of the PA guidelines.\u003c/p\u003e \u003cp\u003eThe increase in PA levels during GBA practice sessions may be explained by players\u0026rsquo; increased exposure to playing form activity during these sessions. During the baseline practice sessions coaches were observed to align with a traditional approach, as they spent a majority of practice session time in training form activities (U17 boys: TF: 75.0%; U16 girls: TF: 53.2%), which limit players\u0026rsquo; opportunities to attain PA [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. In contrast, during the GBA practice sessions both the U17 boys and U16 girls teams significantly increased the percentage of practice session time spent in playing form activities by approximately 63% and 43%, respectively. These significant increases in playing form activity are in line with previous studies conducted in OS coaching settings, where there was a specific emphasis on increasing time spent in playing form activities [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. Further, this study recorded changes in specific practice activities across baseline and intervention phases, thus providing greater detail on the potential cause of any changes in PA levels that occurred. Therefore, in the context of this study, the large increase in time spent in \u0026ldquo;conditioned games\u0026rdquo; during GBA practice sessions (see Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e), appears to be an important factor in explaining the improvements in players\u0026rsquo; PA levels during these sessions, suggesting that the implementation of a GBA approach is conducive to increased MVPA in practice sessions.\u003c/p\u003e \u003cp\u003eThis research also revealed that players spent large periods of time in \u0026ldquo;other\u0026rdquo; activities during both baseline and GBA practice sessions. Importantly, how this time is utilised within sessions can greatly impact player development [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. Questioning and providing opportunities for dialogue are defining features within a GBA [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], aimed at promoting thinking and the social interaction from which learning emerges [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. Moreover, these features have been proposed as a strategy for efficient utilisation of \u0026ldquo;other\u0026rdquo; activity periods within coaching sessions [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. However, qualitative research has reported a perception amongst coaches that practice session constraints do not allow for questioning and dialogue to be frequently implemented, and that the intensity of sessions is compromised when these features are applied [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. In this analysis, the results indicate that total percentage of practice session time spent in \u0026ldquo;other\u0026rdquo; activities was significantly greater during the GBA practice sessions for both the teams (U17 boys team: Baseline: 31.3%, GBA: 42.1%; U16 girls team: Baseline: 31.6%, GBA: 43.4%). Interestingly, despite this increase in time spent in \u0026ldquo;other\u0026rdquo; activities, participants demonstrated increased PA levels during the GBA practice sessions. These findings are consistent with Eather and colleagues\u0026rsquo; [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e] GBA intervention study, which observed no significant change in practice session time spent in practice activities, despite soccer increasing their use of questioning by 34.5%. These findings demonstrate that the application of questioning and dialogue within GBA pedagogy does not negatively impact the PA levels attained during practice sessions, instead it may provide coaches with a strategy to maximise the impact of \u0026ldquo;other\u0026rdquo; activity periods.\u003c/p\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eDespite the novelty of this study, there are limitations that should be considered. First, no reliability tests were conducted on the coding process of practice sessions characteristics. While content validity measures were adopted by Kinnerk and colleagues [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] in the design of the coding system, we acknowledge that reliability tests of the coding process would have increased the rigour of our study design. Second, this was a pilot investigation, with a short intervention period and a small number of Gaelic football teams investigated. Therefore, these findings may not be generalisable across youth Gaelic football settings. Finally, as outlined previously, the participant coaches did not possess an explicit theme for their baseline practice sessions but were observed to implement primarily attack focused sessions. Thus, the four GBA practice sessions designed and employed by the experienced practitioners, linked to the theme of \u0026ldquo;Understanding Width\u0026rdquo;, were chosen to mirror the attack focus of these baseline sessions. Nonetheless, it is possible that the inclusion of this theme and the associated playing form activities implemented may have promoted greater PA levels amongst the players than other themes that could have potentially been utilised (i.e., defence focused themes).\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study demonstrates the effectiveness of a GBA intervention in significantly enhancing practice session PA levels and overall daily PA levels among youth Gaelic football players. The findings suggest that increased exposure to playing form activities and the strategic use of \"other\" activities for questioning and dialogue, can effectively eliminate gender disparities in PA levels and contribute to meeting PA guidelines. These results support the broader potential of GBAs to not only improve PA behaviours, but also to prepare players for competitive match-play by enhancing their physical, physiological, technical, and tactical skills. Future studies with larger sample sizes and varied practice session themes are recommended to validate and expand upon these findings. Additionally, longitudinal studies tracking the long-term effects of a GBA on players' PA levels, performance, and overall participation in Gaelic football would provide valuable insights into the sustained impact of a GBA over time.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eCompeting Interests:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors have no competing interests to declare that are relevant to the content of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Details:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the\u0026nbsp;Technological University of the Shannon:\u0026nbsp;Midlands President\u0026rsquo;s Doctoral Scholarship.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was performed in line with the principles of the Declaration of Helsinki.\u0026nbsp;Ethical approval for this research study was granted by the\u0026nbsp;Technological University of the Shannon:\u0026nbsp;Midlands\u0026nbsp;Research Ethics Committee (#20210501).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten informed consent was obtained from the coaches and written informed parental consent and participant assent was obtained prior to the commencement of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAubert S, Barnes JD, Demchenko I, Hawthorne M, Abdeta C, Abi Nader P, Sala JCA, Aguilar-Farias N, Aznar S, Bakal\u0026aacute;r P (2022) Global matrix 4.0 physical activity report card grades for children and adolescents: results and analyses from 57 countries. 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PloS One 16: e0247067.https://doi.org/10.1371/journal.pone.0247067\u003c/li\u003e\n\u003cli\u003eMarques A, Ekelund U, Sardinha LB (2016) Associations between organized sports participation and objectively measured physical activity, sedentary time and weight status in youth. J Sci Med Sport 19:154\u0026ndash;157.https://doi.org/10.1016/j.jsams.2015.02.007\u003c/li\u003e\n\u003cli\u003eTelford RM, Telford RD, Cochrane T, Cunningham RB, Olive LS, Davey R (2016) The influence of sport club participation on physical activity, fitness and body fat during childhood and adolescence: The LOOK Longitudinal Study. J Sci Med Sport 19:400\u0026ndash;406.ttps://doi.org/10.1016/j.jsams.2015.04.008\u003c/li\u003e\n\u003cli\u003eMooses K, Kull M (2019) The participation in organised sport doubles the odds of meeting physical activity recommendations in 7\u0026ndash;12-year-old children. 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Phys Educ Sport Pedagogy 16:101. https://doi.org/10.1080/17408989.2011.544579\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Game-based approach, youth sport, coaching, pedagogy, Gaelic football","lastPublishedDoi":"10.21203/rs.3.rs-4533694/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4533694/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003ePurpose\u003c/h2\u003e \u003cp\u003eThis study aimed to evaluate the effect of a GBA intervention on PA levels in youth Gaelic football players and investigate its impact on overall daily PA levels and practice session characteristics.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA quasi-experimental design was employed to investigate the impact of a 2-week GBA intervention within a youth Gaelic football setting. Following a 1-week baseline measurement period, experienced GBA practitioners implemented the GBA intervention with one U17 boys team (n\u0026thinsp;=\u0026thinsp;18; mean age: 15.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5) and one U16 girls team (n\u0026thinsp;=\u0026thinsp;20; mean age: 14.4\u0026thinsp;\u0026plusmn;\u0026thinsp;0.7) team. PA levels were assessed using the activPAL accelerometer, and practice session characteristics were determined via video recording and coding.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eFindings reveal significant increases in moderate-to-vigorous PA (MVPA) levels during GBA sessions (U17 boys: +21%, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; U16 girls: +22%, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), eliminating gender disparities observed in baseline sessions. Daily MVPA levels significantly increased during the intervention period (Males: +23.0min, p\u0026thinsp;=\u0026thinsp;0.003; Females: +18.1min, p\u0026thinsp;=\u0026thinsp;0.003), with a greater percentage of participants meeting the PA guidelines (Males: +45%; Females: +50%). GBA sessions were characterised by increased time spent in playing form activities (U17 boys: +63.4%, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; U16 girls: +42.9%, p\u0026thinsp;=\u0026thinsp;0.044) and \"other\" activities (U17 boys: +10.8%, p\u0026thinsp;=\u0026thinsp;0.010; U16 girls: +11.8%, p\u0026thinsp;=\u0026thinsp;0.004).\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe GBA intervention effectively enhanced PA levels and modified practice session characteristics, demonstrating its potential to promote higher PA engagement and eliminate gender disparities in youth Gaelic football players. These findings suggest that a GBA can be a valuable coaching approach to increase PA levels and prepare players for competitive match-play.\u003c/p\u003e","manuscriptTitle":"The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-06-25 19:38:15","doi":"10.21203/rs.3.rs-4533694/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0c4a01c3-30d4-4d66-8074-dc019b155c1e","owner":[],"postedDate":"June 25th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-02-25T06:53:55+00:00","versionOfRecord":[],"versionCreatedAt":"2024-06-25 19:38:15","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4533694","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4533694","identity":"rs-4533694","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}