Long Term Athletic Development Plan for the GAA

By Aidan McCarron – MSc Sports Performance

During a chat with my good friend and mentor Ryan Whitley (one of the leading Strength and Power coaches operating in professional sports) of the Brisbane Broncos who was on a visit home to Ireland late 2018, I decided I wanted to finish my Master’s degree with a final project on Long Term Athlete Development within the GAA. Long term athlete development is an important factor to consider within GAA and other sports. Managers, coaches and other sports practitioners need to fully understand the benefits of a LTAD plan and what constitutes an effective model. In GAA; (currently to the authors knowledge) there is no standardised Athletic pathway for any age group at any level set by headquarters at Croke Park. In other sports from examples below it is documented the success LTAD plans have had for specific organisations. This research and success is intrinsically important for GAA Teams and could benefit counties that continually strive at underage and adult level for improvements and ultimately; success.

The LTAD model was first developed by Isthyan Bayli in the late 1980s, the rationale being to produce a higher number of athletes that can reach their optimal physical level for sports performance. For several decades, sport coaches have asserted the need for a long-term strategy to develop athletes Giles (2011). Creating a comprehensive, long-term athletic development programme in sports is paramount if sporting organisations are to develop elite performers from youth teams and academies. With an effective LTAD model; organisations can create a physical syllabus to develop maturing athletes in their elite pathway Whitehead (2001).

Any competent LTAD programme must start at youth level, as this gives athletes time to develop in the correct athletic trajectory set out for them in their chosen sport. It must be athlete centred and possess a framework of practical and functional physical development that will ultimately improve physical literacy, movement skills and enhance athleticism in the individuals, Earle (2005). Athleticism is the result of athletic movement skills development that involves learning proper techniques for agility, balance, coordination, flexibility, metabolic training, power, reaction time, speed, strength and strength endurance Gambetta and Winkler (2001).  Athletic development in any athlete(s) requires the fundamental variable of time. According to Bloom (2000) it takes 8 – 12 years of training for a talented athlete to reach elite levels whilst Balyi (1998) espousing it takes ten years of competent training for an athlete to reach elite level status. This highlights a long-term commitment to physical literacy and proper training is fundamental if an athlete is to attain their optimal physical level for sports performance. Any successful pathway must incorporate protective and restorative strategies and interventions for athlete’s development regardless of the pace of the athletic development within the individual. A well-devised and balanced schedule of training, practice, competition and recovery will invariably enhance optimum development throughout the individual’s athletic career Whitehead (2001).

The sport of Gaelic Football

Gaelic football is an amateur, team-based, multi-directional, field-based invasion game that originated in Ireland, Reilly et al (2015). Gaelic football teams consist of 15 players; including six defenders, six forwards, two midfielders and a goalkeeper. Gaelic Football matches last for 60 mins at u16 to adult in club level games, whilst inter-county underage games last for 60 mins but 70 minutes at inter-county senior level, Reilly et al (2015).  Players are required to jump, land, accelerate and decelerate; both linear and laterally Brown and Waller (2014).

Brown and Waller (2014) outlined the skills that are intrinsic for playing the sport which include high catching, long distance kicking, hand passing, solo-running and tackling, whilst also ascertain players are required to jump, land, accelerate and decelerate; both linear and laterally, with Florida-James and Reilly (1995) stating Gaelic football being a contact sport played at  fast speed. During Gaelic games players are subjected to the same comparative physical demands, skills, movements and intensity as that of other team-based invasion sports such as soccer, rugby and Australian rules football, Reilly et al (2008). The potential to achieve peak performance in sports training and competition requires an athlete to generate strength, speed and power, (Newton and Kramer, 1994) Athletic movements that are ballistic in nature such as jumping, sprinting and cutting are relevant in a variety of team-based sports including Gaelic football, as are other tasks that require the production of maximal forces such as kicking and tackling during Gaelic football training sessions and games, Reilly and Doran, (2001).

Reilly and Doran (2001) state that match analysis of Gaelic football indicate that exercise intensity is reflective to that of professional soccer with an average HR being approximately 160 bpm. Malone et al (2016) states that forwards in club senior games of Gaelic football can travel distances of around 9km within the 60 mins, with around 2000m of that being classed as high-speed running. Although most game defining moments happen in Gaelic Football at high intensity; there is a high aerobic element involved, in addition to a high degree of physical contact, Reilly et al (2000).

Malone et al 2016 asserts the importance of high-speed running as well as accelerations, peak and mean velocity during a game of Gaelic football at both senior and youth level. Malone states training specificity is important for stimulating training adaptations to improve match performance and that sprint actions have been reported to have a positive effect on match outcomes in other team sports, thus reinforcing the view that game defining moments happen at high intensity variables with high speed running a fundamentally important trait in Gaelic football.

This research shows that all 3 energy systems are used during a game of Gaelic football, regardless of intensity or duration. One system will predominantly provide the most energy for the muscle contraction. Furthermore, modern Gaelic football in both youth and adult codes is evolving at such a fast pace as Beasley (2014) outlines; that even though Gaelic football remains an amateur sport, the top players in Gaelic games are training at levels that are reciprocal and comparable to professional sports people of similar sporting codes in youth academies and senior level.

Sports performance professionals seek out strategies to continually develop and test athletic performance, Porter et al (2009). The normal testing profile for GAA would be advised to measure: strength, power and speed Reilly et al (2015). Endurance is a factor that can also be measured; but is not relevant in certain off-season programmes. However, until recent years with limited sport-specific published studies, in contrast to other sports, Gaelic football coaching staff would normally rely on personal experience or observations of other coaches’ programmes from similar sports mentioned above when designing pitch or gym sessions Reilly et al (2015).

Let’s now take a look at 2 sporting organisations that have developed a successful LTAD pathway outside of GAA.

Arsenal F.C.

The LTAD pathway developed and implemented at Arsenal by Des Ryan and his staff is based on the club’s philosophy and principal mission of enhancing every player’s progression both as an individual and as a footballer. The Arsenal academy promote the development and growth of for its players in a challenging, inspirational and enjoyable environment, Ryan (2017). This plan is divided into 3 three different phases 1. Foundation phase 9-12 years 2. Developmental phase 12-16 years and 3. Professional development phase 16-21 years. This is a rule implemented on all clubs in the English premiership by the Football association. The main objective of the coaches involved in this plan is to increase the athlete’s physical attributes as well as raise its resilience and tolerance level to future training using a variety of evidence-based practice as well as best practice taken from the clubs and coaching staffs previous experience. A long termed structed approach is the blue print of any successful LTAD pathway, Faigenbaum et al (2009). Arsenal Use preparatory strength and fitness conditioning with tailored individualised programs to enhance physical qualities for an Individuals to reach their optimal performance level. This is a key component for Arsenal as a club in the pursuit of developing world class soccer players. In 2013 Arsenal updated their entire developmental framework to a new model that integrates into the whole academy and club’s philosophy. This post-2013 model is described by the club as an arrow approach model, moving players as quickly as possible through a four-stage physical development program when key competencies are achieved in each level. The effectiveness and success of this program by Arsenal is based on three strands set criteria, 1. Players who come through the program and are regular starters in the first team. 2. Players who come through the academy and are on loan at high level clubs gaining first team experience. 3. Players who came through the academy and have made a first team appearance for the club. Ryan (2017) states that he believes the key to this success of the plan is achieved by its staff having the relevant qualifications needed for effective coaching, clearly defined roles with communication between all departments is of massive importance. In the world of high performance this is a very effective pathway for the athletes at Arsenal football club, the fact they have 20 individual players come through the academy from 2013, that have attained the set criteria designed by the club to be regarded as a success from this pathway is an amazing statistic, Ryan (2017). One negative of this LTAD plan is that arsenal state the plan is about developing footballers and individuals as a person, the club have clearly defined guidelines as to how they judge the success of the plan from a football physicality point of view, but nowhere does it state how it measures the success or even if it does measure the success of the individual as a human.

Irish Rugby

This LTAD model is based on an integrated framework approach with an aim to facilitate the development of rugby enthusiasts at all participation levels, with the title of the programme being “6 to six nations”. Steve Aboud launched the development of such a model back in 2001, with the finished product being of a great sense of pride to all current and ex IRFU staff. The philosophy of this model is one of long term participation, performance based, sound practice and of course rugby enjoyment with the objective being to provide the best rugby experience for all its participants. The three key principles of the six-stage model are: player centred, long term and collective alignment; whilst the six stages are 1. Fundamentals for kids 2. Learn to play 3. Train to train 4. Train to compete 5. Train to win 6. Retirement and retention. The player centred stages of the model mean each stage is based on the player’s capacities, abilities and stage of development. The IRFU model focuses on 5 specific areas, namely: Technical, Tactical, Physical, Mental and Lifestyle. The IRFU state in the “6 to 6 Nations” brochure that their model is not intended to produce high class international rugby players, but rather maximise the potential of players regardless of ability, with the success of the programme being gauged by the rewarding experiencing of players, coaches, referees, supporters and administrators. It also stresses the importance of the player/ coach relationship believing that the coaches empower their players. Studying the IRFU long term model; you can see the positive results and effect it has had on its participants. Coach education and the link of quality coaching for those in the programme is evident; as is the staged and sequential development of physical and skill qualities. With the development of this programme there was an increase in participant numbers.

LTAD Plan for the GAA

Any future successful LTAD model in an inter- county GAA setup will have to consider the successful strategies used by the above researched methods in addition to learning from some of the issues raised in these strategies. This Inter-county GAA LTAD model will look to use all the most successful components from the models discussed and integrate them into one competent -efficient model with a variable outcome of improving athletic performance. Currently, there is no standardised athletic pathway for young GAA performers within the county framework set by Croke Park. This can lead to athletes within an inter-county setup reaching adult Inter- county level without the proper development of physical qualities required to perform optimally at this elite standard. This lack of athletic pathway also effects other qualities required that haven’t been fully developed for these performers such as skill development and technical/tactical capabilities, Abade et al (2014). The implementation of a pathway for all performers from 13 years old in any GAA academy setup in their county will help alleviate these issues through specific individualised work on all the required traits required to be an elite performer at inter- county senior level.

One of the basic principles of this Hypothetical LTAD example will be quality of practice. Benton (2002) states that it takes between 8 and 12 years of organised practice for athletes to become elite performers. This has two implications for the GAA LTAD plan, firstly the plan must begin to work with children at an early stage and utilise the access that the county board coaches have to the children in primary schools. Secondly, physical talent development can only occur with proper specific relatable training for the individual. This means coach education for all coaches involved in the LTAD plan becomes a priority if the model is to be successful. Proper Technique, skill development and physical conditioning must be taught by experienced, qualified coaches who understand their specific roles, with each coach being educated to the highest possible standard available in their specific area.

The model must begin by focusing on Fundamental Movement skills which will also help improve the athletes technical and tactical skills in conjunction with future injury prevention. The teaching of proper movement vocabulary and physical literacy will help improve athleticism and make a positive impact on improving performance, Bompa (2000). If these pillars of training are not developed then athletes will never reach optimum athletic levels, Giles (2011). Emphasis at the early stages of the model will focus on keeping children playing as this will create a larger pool of potential talent. Quite often adult exercise programs are used with children and young males, this results in underdeveloped skill movements and skill development in the athletes, Bloom (1985). The learning of the game at young age will better prepare the athletes to reach full potential with the development of such transferable skills, Gallahue (1993). Specific physical training in this model will reflect the individuals needs and capabilities reflected in the results of specific testing days to measure the key outcome variable of improving performance.

The process of talent Identification will also need consideration in this development model. If you pick children at a young age based on size or speed then you chose them for a temporary advantage point and negate other talent / potential talent that could be lost, Howard and Faigenbaum (2009). Talent identification will be based on a multitude of areas including perceived potential, skill, tactical awareness, physical capability, ability to learn and individual ambition. Athletes will constantly be evaluated using multiple criteria with no player being selected or deselected based on one strand of the set criteria. Talent camps like that used in Europe by soccer clubs will be used to assess athletes for selection, whilst a battery of physical test will be run to judge athletic progress as well as promote individuals from one physical training level to the next regardless of age. Talent identification and development will be combined with long term support for training adaption and improving performance a priority. The progression and regression of athletes will be constantly monitored at all stages of the plan by a variety of coaches.

High Performance Plan for Tyrone GAA

I have used Tyrone GAA for several reasons as my hypothetical example to implement a LTAD plan. The recent Head of Athletic Development in Tyrone is Peter Donnelly and he is one of the most highly respected and sought-after coaches within the GAA, during my development as an S&C and a GAA coach I have been quite fortunate to have Peter as a mentor and a friend. His views on Athletic Development have been a major influence on how I now see the process. A few years ago I coached at academy level for Tyrone GAA gaining a great insight into the development plans of the future and lastly being an ex-Tyrone Intercounty player at Minor, u21 and Senior Level the counties success is close to my heart now as a supporter.

Growing from small beginnings in the early 1900s the GAA and its members have faced many challenges and problems from then to recent times, through near collapse and setbacks it wasn’t until the mid-1950s that Tyrone won the first of their Ulster titles at senior level. From the turn of the 21^st century coinciding with the end of the troubles in Northern Ireland, Tyrone GAA’s most successful period emerged. Three all Ireland senior titles were won in a 5-year period as well as numerous Ulster titles and all Ireland underage crowns. In the past decade Tyrone have struggled to match other GAA strongholds such as Dublin and Donegal. The stagnation of talent at underage level has been reflected in the lack of genuine underage success together with a lack of really developed quality footballers coming through its ranks and breaking into the senior squad. It is ten years since Tyrone last dominated inter- county football and won the Sam Maguire cup. Producing quality home- grown talent has long been a tradition within this great county with the development of underage talent being central to the county committees long term aims.

The need for a physical development syllabus that transports athletes along a specific route is the basis of this High-Performance LTAD plan, Faigenbaum et al (2009). Fuelled by the frustration of talent within numerous counties being wasted or unprepared when reaching adult senior level; this pathway being created is of high importance for any future success on the field of play. This pathway will look to address the limitations of numerous adult performers all over Ireland in three main areas of Athletic development, functional development and training development.

Key coaching strategies will be used to help balance the programmes for the developing athletes at each stage of the plan. General training from a muscular-skeletal view will develop all muscle groups in tandem with ligaments and tendons. This will help create structural strength and stability and elevate the athlete’s range of motion in all planes of movement. Specific training will help isolate the key physical components required for GAA being relevant to each individual athlete. Quite often the loss, stalling or lack of athletic development in athletes stems from poor planning, inappropriate training or programme design, poor physical qualities and poor standard of coaching Sanderson (2003). This development structure will eradicate all these issues.

Considering the previously discussed LTAD plans and various versions of Balyi original model for physical development, as well as considering that the GAA is an amateur sport; the structure of the stages for this LTAD model will consist of the following:

Squads of 40 Athletes for age underage and senior team

4 levels of Physical Development (Levels 1-4) with protective and restorative components

Quarterly reviews of all athletes

4 Physical Testing days per year for each athlete specific to the level of physical development they are in to measure the outcome variable of improving physical performance

Medical support (physios and Doctors)

Nutritional Support

Personal Development and Psychology support

All players entering this pathway will begin at Level 1 regardless of their chronological age, with every exercise being successfully negotiated opening the door to more advanced exercises in the following progressive level. Progressing this way allows all athletes to efficiently perform exercise with correct technique repeatedly. The advancing athletes will acquire a range of physical qualities and the development of sport specific actions which will equip them to withstand the complexities of advanced training. All athletes will be given time to adapt before being moved forward in levels with progress being measured in both skill and physical development. Emphasis from the coaches will focus on the consolidation of skill development and technical competence of certain lifts such as Olympic lifts and squats rather than load dysfunctional movement patterns. Advancing an athlete without them mastering these qualities could result in injury and limit future strength development, Ford et al (2015). A foundation period in Level 1 is essential for technique development that allows athletes to gain body awareness of specific movement patterns. The later training levels will be more complex and demand body awareness. The LTAD plan will be flexible and will use a combination of best practice and evidence-based practice.

The Inter-county LTAD plan will take in athletes from 13 years old, (as discussed), above physical development will be a staged approach managed smartly by qualified personnel regardless of the athlete’s age. Pre-academy age the qualified primary school’s coaches employed by the county board will work on introduction to fundamentals as part of their schools coaching curriculum. This will be the athlete’s first exposure to functional competence, movement skills and a version of integrated conditioning. Anyone involved in the LTAD plan that is aged 13-15; regardless of what level of physical competence or development they are; will be focused on a “learn to play/practice” philosophy. For 15-18-year olds the focus will be on a train to compete mindset regardless the level they are in, while 18-year olds plus the focus will be on train/compete to win again regardless of the physical development level they are training in.

Physical Development Levels

Level 1

Level 1 will consist of building the physical foundation for the athletes for future training and performance. Motor patterns will be enhanced with bilateral exercises being the focus. Posterior chain work and landing mechanics will also be of great importance in this level. This stage highlights the importance of on establishing fundamental basics of athletic development, Ryan et al (2017). A range of performance tests to identify deficits in stabilisation and mobility are performed including the FMS. Players are assessed at the beginning of pre-season, then again at the mid-point of the season and lastly, just after the season ends. Corrective exercise programmes are designed depending on individual needs in line with other gym work.

Level 2

This level will be designed to load the foundations developed in level 1. All the movement patterns and exercises successfully learned in level 1 will now be loaded movements as well as a continuation of individual corrective work. Exercises will also be progressed with an advancement on the plyometric work performed in level 1. Olympic lifts will be introduced with a focus on the velocity of movements also. Another focus in this stage will be establishing correct movement mechanics on the GAA pitch. Successful development of these fundamental movement skills on the pitch are essential to ensure correct movement patterns are mastered, Sanderson (2003).

Level 3

There will be a focus on specific adaptions and the force velocity curve in this level. Qualities each athlete needs to train will be identified with exercises used to improve even further their functional ability and to solve any imbalances that may exist between strength and power. During this level physical development strategies will be utilised in a sport- specific context. Aerobic testing will be completed using tests that mimic as close as possible to game related activities such as the Bangsbo test.

Level 4

Competitive adaptions and factors that link to performance will be used in the player’s individualised programmes in this level. This level will see the player using velocity-based training with products such as Push bands. GPS, Heart Rate measurement and RPE will be used to monitor individual training load of every session (both gym and field) based to ensure players are not over or undertraining. Players in this level again regardless of chronological age will have a training de-load week every fourth week. It is important to note that exercises that the athlete efficiently masters in previous levels will continue to be implemented in their current programme.

Table 1 with some sample exercises from each level.

Staffing

The role of the coaches involved in this pathway and the quality of coaching by those is critical for the future success of the model and the athletic development of its athletes in achieving the key outcome variable of improving physical performance. The selection of such key, suitably qualified staff is fundamental. The head of staff will be expected to hold a master’s level degree in S&C as well as their UKSCA accreditation. Any S&C coach working under the head of staff will also be expected to be qualified to a suitable standard. Interns will be appointed from a recognised S&C course on a yearly basis to assist the employed S&C coaches. Physiotherapists working with the athletes will be members of the chartered society of physiotherapy as will Doctors, nutritionists and psychologists. The effectiveness of these coaches and staff either part- time, full- time or voluntary will also depend on the clarity of the role they are entrusted to do.

Table 2. Summary of staff and job roles

Facilities

Tyrone’s state of the art centre of excellence in Garvaghy will be the central facility used for the LTAD pathway. Currently, all Tyrone’s inter-county teams train at this facility. Garvaghy is a 43-acre site with a 7-million-pound sports complex built on-site. To date, there are five full size flood light GAA pitches as well as two 4g pitches. Fully equipped changing rooms for men and women as well as Team support facilities such as plunge pool; physio/medical space; referees’ changing; and cardio-vascular and injury recovery equipment in addition to a state-of-the-art High-Performance sports Lab exist. This facility will be used for all collective trainings and gym sessions as well as physical performance testing. A fully equipped kitchen is used by the catering staff in the preparation of all food for post training and games.

On non-collective training days, the high-performance staff will travel to regional venues in the county to assist players in their development work and programs. These regional venues will be based in the local GAA clubs of Omagh, Strabane, Dungannon and Cookstown. The facilities in these clubs are of a very high standard and capable of facilitating the needs of all the players in the LTAD pathway. This reduces travelling issues for players from these areas and saves on valuable time; making the sessions more feasible, (there is no sense in making players travel additional mileage to do individual sessions and work when the coaches overseeing them can travel to their district and assist). This is something that the Tyrone senior team have been doing to great success for several seasons.

Athletes aged from 13yrs -15yrs will be expected to offer six to eight hours a week of training time, 16yrs to 18yrs being ten to twelve hours. When 19yrs or over, athletes will be expected to commit fifteen to eighteen hours per week. The expected cost of the plan is projected to be £400,000 per annum with the funds be raised by Club Tyrone; the fundraising support network for Tyrone GAA, Club Tyrone America and all the 52 affiliated GAA clubs in the County of Tyrone.

Timeline

The county board within the GAA realistically need to understand that this is a long-term development plan. It must be pointed out within the county by fellow Gaels and football supporters that there is no quick panacea to any issues facing the players. Taking that into account; they believe a window of ten years is enough for them as to witness fruition of this plan at senior inter-county level. With there being four test days per season for all players’ regardless level of development they are in, the key outcome variable of improving physical performance is easily measured and monitored for all players. These baseline scores are what the executive committee will use in the interim to judge how effectively the plan is working and if they are on track to achieve the outcome variable of improving physical performance at senior level.

Key points of Strategic plan

The key elements of this Inter-county LTAD plan is that athlete development begins before athletes enter the academy system with the introduction of its philosophy in schools by the county boards, schools and GAA coaches. Once 13yr old athletes enter the programme; exercise recommendation is individualised, players are monitored and tracked through the entire plan. The progression from level to level shows improvements in the athlete’s physical literacy and development with a sequential pathway to senior level. The plan is to be constantly reviewed, monitored and evolved in line with new evidence-based practice. Continual recruitment in line with squad’s needs will be on-going with all athlete’s subject to progression/regression evaluations. The continual support from the sports science/medical department for all athletes ensuring no harm is ever done is a key element as is the continual education monitoring of participants undertaking education. Ongoing safeguarding and support are a priority also. It is believed by merging this all together the LTAD plan can be successful and achieve its common goal of helping the transition of footballers from 13 years old to senior level with an outcome variable of improving physical performance. This is its over-riding objective.

It’s important to remember that this is a hypothetical plan developed for a leading county within Gaelic Football, however in the above pathway there is food for thought for all readers, clubs, counties and of course coaches regardless the level of team they are working with. Success is the result a process that has buy in from all its stakeholders, a well-balanced LTAD plan that suits the organisation you work at can help this process.

Aidan McCarron MSc Sports Performance ([email protected])