Background:

This ‘Gaelic4Girls’ (G4G) study aims to report the theory-based design protocol, and assess the effectiveness of a novel sport pedagogy intervention for increasing girl’s physical activity (PA) levels, fundamental movement skill (FMS) proficiency, and psychosocial well-being.

Methods/Design:

A target sample of 241 female only participants, aged 8 to 12 years old, from five sub-urban and rural primary schools in County Cork received the ‘Gaelic4Girls’ (G4G) intervention. The G4G intervention was delivered once a week, for 60 minutes, over a 10-week period in a rural community sports club setting, as guided by the Social Ecological, and Self-Determination theoretical frameworks. Each weekly session comprised of a participatory child component (rotatory station-based structure emphasising fun activities to improve mastery of movement), a coach volunteer component (continuous professional development upskilling), and a parental/guardian component (knowledge-based PA support structures). Outcome measures at pre- and post- intervention phases were collected using validated self-report instruments for PA participation, psychosocial well-being, and FMS proficiency. Three focus group interviews were also conducted with the child participants, parents, guardians, and coaches to explore perceptions of the exploratory G4G intervention. 

Results:

Paired-sample t-tests showed no significant increases in overall self-reported PA, or FMS proficiency, from pre- to post- phases for those receiving the G4G intervention. Significant mean differences, however, were found in participants’ scores pre- and post-intervention for PA attitudes, PA motivators, and perceived physical self-confidence (PSC). Focus group findings report fun and friendship as key PA motivators, time constraints and friend ‘drop-out’ as PA barriers.

Discussion:

Preliminary results indicate that the G4G intervention lacked effectiveness towards increasing PA participation, and FMS proficiency amongst 8-12 year old girls in Ireland. The observed increases in girls’ PA attitudes, PA motivators and perceived PSC suggest that the G4G intervention may have a positive effect on the psychosocial wellbeing of participants, suggesting the effectiveness of this research-informed sport pedagogy programme in Ireland.

Methods/Design: A target sample of 241 female only participants, aged 8 to 12 years old, from five sub-urban and rural primary schools in County Cork received the ‘Gaelic4Girls’ (G4G) intervention. The G4G intervention was delivered once a week, for 60 minutes, over a 10-week period in a rural community sports club setting, as guided by the Social Ecological, and Self-Determination theoretical frameworks. Each weekly session comprised of a participatory child component (rotatory station-based structure emphasising fun activities to improve mastery of movement), a coach volunteer component (continuous professional development upskilling), and a parental/guardian component (knowledge-based PA support structures). Outcome measures at pre- and post- intervention phases were collected using validated self-report instruments for PA participation, psychosocial well-being, and FMS proficiency. Three focus group interviews were also conducted with the child participants, parents, guardians, and coaches to explore perceptions of the exploratory G4G intervention.

Preliminary results indicate that the G4G intervention lacked effectiveness towards increasing PA participation, and FMS proficiency amongst 8-12 year old girls in Ireland. The observed increases in girls’ PA attitudes, PA motivators and perceived PSC suggest that the G4G intervention may have a positive effect on the psychosocial wellbeing of participants, suggesting the effectiveness of this research-informed sport pedagogy programme in Ireland.

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