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Physical Activity Project

Title

Overview

As a coach design a 10 week training programme for a competitive sport, include in the programme:

1. Performance analysis,

2. Identification of four performance goals,

3. Record and evidence of ongoing training/practice and reflection

4. Concluding analysis.

Sections:

Sections

  • Initial Performance - JP Lucey
  • Performance Goals - Aoife Doyle
  • 10 Week Programme - Jessica Warde & Meadhbh O'Dwyer
  • Pedagogical Approach - Niamh Murphy and Sammi Chang

LCPE AIm

Aim

The aim of Leaving Certificate Physical Education is to develop the learner’s capacity to become an informed, skilled, self-directed and reflective performer in physical education and physical activity in senior cycle and in their future life (Leaving Certificate Physical Education Specification, pp . 8).

AIM of PAP

The aim of the Physical Activity Project (PAP) is for stuents to:

  • Engage with theoretical aspects that impact on performance.
  • Apply learning to improve performance.
  • Design programme based on identified goals.
  • Create a link to LCPE to LC Key Skills.

Paddy

What is Performance Analysis

Initial Performance analysis

  • Performance Analysis can be described as the provision of reliable and valid information on performance to coaches and athletes with the intention to improve future performance (O'Donoghue, 2015).
  • Objective rather than subjective
  • Enhance coaching process through Statistical & Video Information
  • Can lead to greater performance impact

Teacher/Coaches benefit

  • Assist in understanding of learners strength and weaknesses
  • Enhances their own development and teaching/coaching preparation
  • Enables in-depth review of performance

Research

The implementation of performance analysis and feedback within Olympic sport: The performance analyst's perspective by Scott B. James, Nic James, Elizabeth Bryant, Julia Wells found that:

  • Performance analysis is an integral tool within the coaching process. (Hodges NJ et. al, 2004)
  • However can bear little resemblance to 'real world' execution of the skill that involves complex and multiple degrees of freedom skills. (Nicholls, S. B. et al. 2019)
  • Performance analysis, provides appropriate, comprehensive and objective feedback so that fundamental learning and development can occur.
  • The widespread use of video-based performance analysis demonstrates a perceived practical efficacy (Groom R et. Al 2011)
  • Limited research exists regarding its effectiveness (Martin D et. al, 2004), such as in GAA (Reilly & Collins, 2008)
  • The 'What', 'When', 'How' and 'Why' of performance analysis interventions in the applied environment needs to be established.
  • Valid and useful approach of implementing effective performance analysis is to identify what skill executions are predominant in general play and analyse these performances. (Reilly & Collins, 2008).
  • Coaches should be encouraged to question the reliability of match statistics and be equipped with appropriate strategies to minimise errors in data collection (Martin D. et. Al, 2017)

Kicking

GAA coaching resources have identified the action of kicking the ball for goal shooting and/or passing as one of the most important skills of Gaelic football (K. Ball, 2013)

  • Analysed the Punt kick and the Hook kick

Kicking

  • Set up Practice design as shown
  • Explain to player what we are looking for.
  • Very important to tell player before he completes the test that you are looking for accuracy instead of technique
  • Player completes test
  • Test recorded using smartphone/iPad (Napolitano, S. (2014)
  • Explain to player the real meaning of test

HudlTechnique App

Effective for analysing technique

Easily Accessible

Breaks down video

Performance Analysis

Can easily edit video and add animations, to highlight key components

Example of criteria sheet student analyses video clip with

Example Criteria

Health Related Fitness

Cardiovascular Endurance

  • Ability of the heart to pump O2 to the working muscles.
  • Games of adult Gaelic football consist of 30+ minutes halves. Need aerobic fitness to play at a high level.
  • Players run on average 7-10km in a single match depending on what position they are playing
  • Test: 20 meter Shuttle Run Bleep test (Léger et al., 1988)

Health Related Fitness

Muscular Strength

  • The maximum force that can be generated through a given range of motion.
  • Test: Medicine ball throw (Stockbrugger and Haennel, 2001)

Muscular Endurance

  • The ability of the muscles to sustain repeated contractions
  • Test: Plank Hold (Tong, Wu and Nie, 2014)

Performance Related Fitness

Acceleration/Speed

  • Ability to preform a movement in the shortest possible time
  • Average Gaelic Football match sprints were recorded
  • Test: 10 – 50m Sprints with Speed Gates (Lockie, et. al, 2013)

Agility

  • Ability to rapidly change direction
  • Dummy runs, Sidestep etc.
  • Test: 10 – 50m Sprints with Speed Gates (Lockie, et. al, 2013)

Performance Related Fitness

Coordination

  • Use the senses with body parts to preform tasks accurately & smoothly
  • Fielding the ball, tackling, hand-passing
  • Test: Tennis ball throws (Bilateral)

(Faber, Oosterveld and Nijhuis-Van der Sanden, 2014)

Diet & Nutrition

Diet & Nutrition

After natural talent and appropriate training, an adequate diet is known to be the next most important element for enhancing the training and performance of an athlete.

Test:

  • My fitness Pal
  • Tracks amount of calorie intake
  • One week as normal (Control)
  • Plan Diet and goals from this

performance Goals

Goals are drawn from a range of areas related to the syllabus

Student chooses 4 specific performance goals which are identified based on the performance analysis.

Performance Goals

Examples of Goal Areas:

learning and improving skill and technique

psychological demands of performance

biomechanical/movement analysis

roles and relationships

Student must provide a rationale for the goals and their relationship to the performance analysis.

Performance Goal 1:

Double click to edit

Link to Performance Analysis

  • Performer was not meeting all of the critical criteria for the correct punt kick technique.
  • Performer was lacking stability in non-kicking leg.
  • This in turn will affect the distance and accuracy of the kick so this is a key area to work on for the performer.
  • Criteria Sheet used

Effects of not utilising the balance arm on the kick include reduced distance and accuracy. ("Coaching and Games Development Conference" 2019)

Link to Literature

Performance Goal 2:

Link to Performance Analysis

Link to Gaelic Football Context

Stop start nature of the sport, rarely required to sprint in straight lines for a significant distance without changing speed, direction etc.

Gaelic games require that players are able to rapidly accelerate over distances of 10-20 metres (Patrick Stephens)

Gaelic Football Context

In sports that require speed over distances of 10-20m, players with the greatest acceleration will have the greatest speed.

Brechue et al., (2010) collegiate level American football players. Sprint performance was largely determined by acceleration, a pattern that was consistent across positions

Although aerobic fitness is important in Gaelic football, speed over short distances is influential in beating an opponent to the ball and escaping tackles

In Gaelic games, players use acceleration speed much more frequently than top speed, as they reach where they want to get to on the field inside 20m, 75% of the time (Young on hurling 2006, Tobin on football, 2008).

Performance Goal 3:

Link to performance analysis

“Good food choices will not make a mediocre athlete into a champion, but poor food choices may prevent the potential champion from realising his/her potential”

Link to Performance Analysis

  • As the food log was analysed using my fitness pal, it was discovered that the participants daily intake of carbohydrates was below recommended amounts.
  • Performer reported lack of energy on training days.
  • USDA Recommendations state 45-65% of total calorie intake should be carbohydrate.
  • Not unusual: A wide range of energy intake values are reported in the literature and the values published for Gaelic footballers are at the lower end of the spectrum when compared with professional team-sport athletes (Burke, 2007)
  • Although similar distances are covered in games.

Why Carbohydrates?

  • Carbohydrates --> glucose --> →→→glycogen in the muscles. This glycogen is then available for use during intense activities
  • Glycogen: Optimal Fuel Source.
  • The more glycogen we have available in the muscles when it comes to match-day, the more fuel we have.
  • Helps to keep going, delays fatigue of the muscles.
  • Balsom et al (1999) examined the impact of CHO loading on performance during a 90- min, four-aside soccer match.
  • Analysis of the movement patterns during the soccer match showed that players performed 30% more high-intensity running after the high- vs. low-CHO pre-match diet.

Performance Goal 4:

  • Participant scored 9.4 (44.6 - V02 Max) in the Bleep test, slightly above average for his age group.
  • As the participant is a midfield player, it would be beneficial for him to improve this score due to the amount of ground covered in this position.

Cardiovascular endurance

Variances

Positional Variences

Positional:

Malone et al

Study of 50 inter-county footballers across 2 full seasons

NFL and All Ireland championship (30 games)

Results:

Midfielders covering greater total distance compared to other playing positions

High speed distances have been observed as being greater for midfielders, half-forwards and half-backs in comparison to full-forwards and full-backs

Level:

Club players cover on average 7km per game (Reilly and Keane, 2008)

Inter county players cover on average 8.5km per game (Keane et al, 1993)

10 Week

plan

Theory underpinning our coaching:

What is coaching?

“The consistent application of integrated professional, interpersonal and intrapersonal knowledge to improve athletes’ competence, confidence, connection and character in specific coaching contexts” (Coté and Gilbert, 2009, cited in Denison et al., 2012).

3 areas of knowledge that should underpin coaching if it is to be as effective as possible:

  • Professional knowledge (Jones, 2007)
  • Interpersonal knowledge (Becker, 2009; Jowett, 2007)
  • Intrapersonal knowledge (Gilbert and Trudel, 2001)

Denison, Jim et al. (2012) Routledge handbook of sports coaching. London: Taylor & Francis Ltd

Professional Knowledge

Declarative = What

Procedural = How

(Denison, et al., 2012)

Interpersonal Knowledge

“to be successful coaches have to interact regularly with their athletes” (Denison, et al., 2012)

Intrapersonal Knowledge

“the understanding of oneself and the ability for introspection and reflection” (Coté and Gilbert, 2009, cited in Denison, 2012)

ACTION- “To maintain strengths and to improve weaknesses” (Schempp et al., 2007, cited in Denison et al, 2012)

1. Exercise intensity

2. Sets and Reps

3. Frequency

4. Progression

What to consider when Designing a programme:

Progressive Overload within the programme

Technique - Drills

Performance goal 1: Punt Kick

Less is more, routine, visualise Long Term over Short Term

Learning is about errors & mistakes

Constraints: Player, Task & Environment

Variability

(McCarron and O Connor, 2010 – Monaghan GAA)

1. Drills where focus can be completely on technique outside of gameplay- Basic Passing Drills

2. Drills with game based scenarios where punt kick will be used- Possession Games

3. Game play practice- real time practice

Leg Strength:

Purpose: to increase leg strength for power production and stability (McCarron and O Connor, 2010 – Monaghan GAA)

Exercise focus: Combination of strength and plyometrics related to the sport (Carvalo et al., 2014; Fatarous et al., 2000; Gaatraining.com, 2019) i.e. training for movement

76% of all GF injuries are in the lower extremities with 24% being hamstring related injuries (MacDonald et al., 2018)

70-80% of the athlete’s bodyweight are supported by a single leg during a running action (Gaatraining.com, 2019)

Weeks 1-6: Strength

1. Roman Chair hold (Macdonald et al., 2018)

2. Barbell Squats (3x6-8)

3. Leg Press (3x6-8)

4. Calf Raises (3x6-8)

Weeks 6-10: Strength and Training for movement (Plyometrics)

Lunges- front, side, back (12-15 per leg x3)

One leg squat- progression towards pistol squat (3x6-8) (Gaatraining.com, 2019)

Box Jumps (12-15 per session)

Single Leg Step Ups (12-15 per leg x3)

(FATOUROS et al., 2000; Gaatraining.com., 2019; Learning GAA, 2019; Ncsa, 2017)

Postural Stability: Core Strength

Many researchers conducted their stability work alongside strength, plometric and sport specific training (Benis et al., 2016; Hammami et al.; Malliou et al., 2004; 2016; Pau et al., 2012; Verhagen et al., 2002; Zech et al., 2010 as cited in Brachman et al., 2017)

Not only will it help produce a better punt kick but a systematic review of athletes after stability training showed a reduction in the amount of injuries in the lower extremities i.e. knees (Brachman et al., 2017)

Core: Front plank, Side plank, Swiss ball exercises (Brachman et al., 2017)

Postural Stability: Stable and unstable surfaces, double and single leg stance (Gioftsidou et al., 2006; O’Malley et al., 2016; Pau et al., 2011; Eisen et al., 2010; Manolopoulos et al., 2015; Steib et al., 2016 as cited in Brachman et al., 2017).

GAA 15: (O’Malley et al, 2016; Brachman et al., 2017;

Performance goal 2: Sprint Speed

How to Increase Sprint Speed:

Repeated Sprints may not be the best Way (Buchheit, 2012)

Back Squat: No change or mixed results reported by Healy and Comyns Lit Review, 2017

Lateral Jumps and increases in sprint speed: (Marques et al, 2013) (Booth et al, 2016) (White, 2007)

Sample Programme Adapted from (Marques et al, 2013).

Performance goal 3: Diet & Nutrition

Protein: Average @ 2g per Kg of body weight: 4kcal per gram

2 x 85 = 170 x 4 = 680 kcals

Fats: Average @ 1-1.5g per kg of body weight: 9 kcal per gram

1 x 85 = 85 x 9 = 765 kcals

Carbohydrates: Average @ 3-6g per kg of body weight: 4 kcal per gram (Hassapidou, 2011)

4 x 85 = 340 x 4 = 1360 kcals (Non Training)

5 x 85 = 425 x 4 = 1700 kcals (Training) 200-300g consumed between 3-4 hours before the athletic event (Hassapidou, 2011)

Water: 2 litres on a non training day vs 3.5 litres on a training day (Hydration before training and rehydration after) (Tarnopolsky et al, 2005)

Average on training days: 2805 kcals

Average on non training days: 3145 kcals

(Fermanagh GAA, 2019; Balsom et al., 1999; Burke, 2007; Hassapidou, 2011; Tarnopolsky et al, 2005)

Macro Nutrients:

1. Protein

2. Carbohydrates

3. Fats

4. Water Consumption

Food log or diary: reflect on what they are struggling with, write down recipes

My Fitness Pal: Track Food

How to increase cardio-vascular endurance?

Performance goal 4: Cardiovascular Endurance

Pedagogical Approach

Niamh & Sammi

Pedagogy

Completion Dates

PAP - Completed between Oct -Dec

This UoL - Completed in September

Time Allocation

4 x 40 Minute Class

2 x Practical

2 x Theory

AIM of LCPE

The aim of Leaving Certificate Physical Education is to develop the learner’s capacity to become an informed, skilled, self-directed and reflective performer in physical education and physical activity in senior cycle and in their future life (Leaving Certificate Physical Education Specification, pp . 8).

Aim of Unit:

AIM of Unit

The overall aim of this unit is to equip students with the skills and knowledge to be able to a) analyse a performer, b) create a programme for improving performance and c) reflect on their work and experiences.

Learning Outcomes:

Learning Outcomes

1.2.3 - analyse selected skills and techniques from the following perspectives: quality/effectiveness.

2.3.1 – Define the components of performance related fitness: agility, balance, power and speed and co-ordination.

2.4.1 - examine the extent to which different components of health- and performance-related fitness are important in the selected physical activities.

2.4.2 - research ways in which health- and performance-related fitness can be developed in a demanding practice context

Things to Consider:

Things to Consider

Selecting the Physical Activity: Games – Gaelic Football

(has to be a NGB affiliated sport with Sports Ireland, cannot be the same as performance assessment)

Selecting the Role: Coach (or performer)

Week by week

Weeks Theory & Practical

Week 1 - Intro to PAP & skills recap

Week 2 - Analysis & Pre/Post Testing

Week 3 - Training Programmes

Week 4 - Reflective Writing

Theory

Practice

Week 1

Practical - Skills recap Gaelic Football

Theory - Intro to PAP

Week 2

Practical - Pre & Post Testing Measures

Theory - Skills Analysis

Skills Analysis

Example Activity

  • What are these Gaelic football skills called?
  • Which skill is more efficient for passing/for shooting?
  • What can affect our performance of this skill?
  • How can we improve these?

In Class Worksheet

SKILL 1

SKILL 2

Week 2

Practical - Pre & Post Testing Measures

Theory - Skills Analysis

Week 3

Practical - Power and speed exercises

Theory - Research

Week 4

Practical - Agility and balance

Theory - Reflective Writing

Assessment

summative

Formative Assessments:

Formative

  • Diaries/ Log entries (Google Docs)
  • Peer Assessment
  • Observation
  • Questioning
  • Worksheets
  • Mentimeter

Summative

Assessments:

  • Mini 4 Week PAP
  • Kahoot
  • Reflection piece
  • LCPE PAP

Resources:

  • GAA LCPE
  • iPads
  • Hudl Technique App
  • Evidence based articles (performance analysis, skill development, diet & nutrition)
  • Google docs, kahoot, mentimeter, etc.
  • analyse the performance in their selected activity through different theoretical perspectives
  • set four performance goals and plan to achieve them
  • implement ongoing training/practice and engage in ongoing reflection
  • complete a concluding analysis on the experience and impact of the programme.

PAP

Cross Curricular Links:

Maths - Setting plans, reps, sets, etc.

English - Reflective writing.

Biology - Anatomy, physiology, diet & nutrition.

Home Ec - Diet & nutrition.

Comp Sci - Analysing, video, research, attachment, etc.

LC Key skills

Conclusions

Conclusion

  • As part of the PAP, the student must analyse an individual's performance in a specific sport, create specific performance goals based on this, and create/reflect on a 10 week training programme to achieve performance goals using relevant theory.
  • Our job as PE teachers is to ensure that students have to skills, knowledge and dispositions to be able to successfully complete a PAP

Limitations:

Limitations

  • PAP hasn't been rolled out before.
  • As of yet, no example of what a programme should look like.
  • No example of reflective work.
  • Limited availability technology for video analysis
  • Facilities
  • Member of teaching council must be present.
  • Issues on GDPR.
  • Access to theory.
  • One sport for all.

References:

References

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Brechue, William & Mayhew, Jerry & Piper, Fontaine. (2010). Characteristics of Sprint Performance in College Football Players. Journal of strength and conditioning research / National Strength & Conditioning Association. 24. 1169-78. 10.1519/JSC.0b013e3181d68107.

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Cregg, C. (2013) Effects of High Intensity Interval Training and High Volume Endurance Training on Maximal Aerobic Capacity, Speed and Power in club level Gaelic Footballers, Msc.

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Dietary Guidelines Food And Nutrition Information Center NAL USDA [online] (2019) [online], Nal.usda.gov.

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