Profiling Bilateral Skills in High-Performance Male and Female Gaelic Footballers.

Bilateral skill symmetry in sport refers to an individual's ability to successfully perform sporting actions with both sides of the body. Two scarcely researched areas in relation to bilateral skills are the effects of opposition proximity on skill execution and bilateral skill in high-performance female athletes. In this study, we used Nacsport to code all skill executions (hand pass, kick pass, hop, solo and shot) during 121 games by both male and female participants (76 male, 45 female), classified as Tier 1 (n = 181, 134) and Tier 2 (n = 238, 115) high performance, adult Gaelic Football players. Irrespective of the participants' tier group or gender, these players relied upon their dominant side for most skill executions (Kick Pass Dominant Foot Mdn: MT1 = 90%, MT2 = 98.6%, FT1 = 100%, FT2 = 100%; Solo Dominant Foot: Mdn MT1 = 95%, MT2 = 97.3%, FT1: 100%, FT2: 100%; Hand Pass Dominant Hand Mdn: MT1: 83.7%, MT2: 99%, FT1: 95.5%, FT2: 95.5%; Hop Dominant Hand Mdn: MT1: 91.9%, MT2: 94.7%, FT1: 98.1%, FT2: 98.1%; Play Dominant Foot Mdn: MT1: 74.5%, MT2: 94.5%, FT1: 94.7%, FT2: 88.2%). There were no consistent differences between tier groups or genders in relation to dominant side use, but top tier male players were generally less reliant on the dominant limb than were female players from both tiers. In general, top tier male players performed more successfully than either second tier male players or female players in both tiers. Most skills were executed under conditions of low opponent proximity, limiting the requirement for participants to use their non-dominant limbs. These findings illustrate the demands of Gaelic football in relation to bilateral skills, and we identified new research questions for future investigators.

Higher Family Affluence is Associated With Multi-Sport Participation Among Irish Youth.

The impact of early single sport participation among young people has received much attention, with both sport leaders and pediatricians advocating multi-sport participation at least until early adolescence. In this study we explored the association between family socioeconomic status and level of Irish youth specialization in sport. We relied on data from the Children's Sport Participation and Physical Activity (CSPPA) study, involving a representative sample of 3499 Irish children and adolescents aged 10-15 years. We analyzed data from questions related to the number of sports played, the number of days per week the youth were engaged in sport, and family affluence (as a proxy measure for socioeconomic status). Youth sport specialization before 12 years of age (males 5.7%; females 4.2%) and even between 13-15 years of age (males, 7.8%; females, 5.8%) was uncommon. However, lower levels of specialization were associated with higher socioeconomic status in that more children with high family affluence participated in multiple sports. Careful consideration should be given to whether low socioeconomic status may act as a barrier to participation in multiple sports.

School-based physical education, physical activity and sports provision: A concept mapping framework for evaluation.

OBJECTIVE: Physical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation. METHODS: A concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed. RESULTS: Each factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings. CONCLUSIONS: Eight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.

Effects of long-haul transmeridian travel on physiological, sleep, perceptual and mood markers in Olympic team support staff.

The objective of this study was to holistically examine the impact of long-haul transmeridian travel (LHTT) on perceptual, mood, sleep and physiological markers in Olympic team support staff travelling to Japan for the 2020 Summer Olympic Games. An observational descriptive study design was used. Nine support staff members of the Irish Olympic team (2 M/7 F; age 34.3 ± 8.3 y (mean ±SD)) embarked on a long-haul (LH) eastward flight across eight time-zones from Ireland to Japan (approx. 24 h total travel time), to work at the Irish Team's 2020 Summer pre-Olympic Games camp, postponed to July 2021 due to Covid-19 pandemic. Perceived jet lag and travel fatigue symptoms, mood states and salivary markers for circadian rhythm and stress were assessed in the morning and evening during the week prior to travel as baseline (BL) measures and on days 1 to 8 (C1-C8) and day 15 (C15) post-travel. Night-time sleep (duration and quality) was monitored via actigraphy monitors and self-report sleep diaries. Participants perceived themselves to be significantly jet lagged for six days post-travel (p < .05). Morning sCort decreased by 66% on C1 and remained significantly lower than BL until C6 (p ≤ .03). On arrival participants perceived sleep to be worse than BL on arrival (C1, C2, C4, C5; p ≤ .04), with significantly shorter sleep duration (C2, C3, C6; p ≤ .01) and lower sleep efficiency (C2, C6; p ≤ .04) recorded by actigraphy, all normalizing by C7. Negative changes in mood states were evident in the evening time following LHTT, with significant elevations in confusion (C2, C3, p ≤ .02), fatigue (C2, C3; p ≤ .03) and depression (C3, C7; p < .05) and reduction in vigour (C2, C6, C7; p < .05). Following LHTT in an eastward direction across eight time-zones, it took seven days for perceived jet lag, physiological markers for circadian rhythm and sleep to normalize in Olympic team support staff. Despite alleviation of jet lag and fatigue and return of sleep to normal by C15, vigor remained low, indicating a "submerged" mood profile in these Olympic team support staff. These findings highlight the need to put strategies in place before and after LHTT for the Olympic Games to assist Olympic team support staff to maximize sleep, minimize stress and assist with expediating recovery from jet lag and travel fatigue, allowing them to perform optimally in supporting Olympic athletes in their final preparations for the Games.

Talent development of high performance coaches in team sports in Ireland.

BACKGROUND: Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches' educational backgrounds in team sports in Ireland. METHODS: Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n = 19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years' experience coaching their sport and were coaching more than 4 hours per week. RESULTS/DISCUSSION: Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. CONCLUSIONS: Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.