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Game Based Approaches (GBAs) have been advocated as pedagogies that positively impact athletes’ personal and social development, decision-making, tactical awareness and physical fitness. Despite the growing support for GBAs in the academic literature, evidence is currently lacking regarding the application of GBAs across different sports and developmental levels. Accordingly, the present study aimed to investigate Gaelic football coaches’ self-reported practice activities and session sequencing and assess how these aligned with benchmarks outlined in the GBA academic literature. In addition, coaches’ practice activities were examined as a function of developmental level (academy/developmental/senior) and time of the season (pre/peak). Responses to an online survey, completed by 150 practicing inter-county Gaelic football coaches, were analysed. During pre-season, coaches estimated spending the majority of time in Training Form activities (e.g., isolated fitness, technical skill), whereas they predominately utilised Playing Form activities (e.g., modified games) during peak-season. Coaches reported utilising Training Form activities in the first half of their coaching session before progressing to game like activities in the second half of the session. Few differences were noted across developmental levels. Further education with Gaelic football coaches is required to ensure a more sophisticated conceptual understanding and application of GBAs in coaches’ practice.

Purpose: To examine the prevalence of and approaches to monitoring health-related physical fitness (HRPF) in secondary school-based physical education programs. Methods: Physical education teachers (N = 327; 56.6% females) from 235 secondary schools (33.1% of national total) in the Republic of Ireland completed a survey designed specifically for the purposes of this study. Results: HRPF tests were used by 95.3% of teachers. A significant decline in the testing frequency was observed from the junior grades (age 13–15 years) to the senior grades (age 16–18 years) (p < .001). Just over half (51.7%) of the teachers discarded the test results after a single use. Less than one third of the teachers indicated that they shared the test results with the students’ parents. The vast majority (87.0%) of the teachers agreed that the development of a digital platform would facilitate monitoring test results over time. Conclusions: HRPF testing is highly prevalent in secondary schools. More actions are needed to ensure that teachers use pedagogically sound student-centered approaches toward monitoring HRPF, with a focus on learning that may lead to more positive testing experiences for students. Consideration should be given to the development of digital platforms to facilitate monitoring and reporting HRPF.