Introduction

Camogie is an invasion-based Gaelic games team sport played by youth and adult female athletes [1]. Governed by the Camogie Association, Camogie is one of the most popular community and school participatory sports for primary and post-primary school girls [2]. Competitive youth Camogie participation typically takes place within formal structures from under-14 onwards (including under-15, under-16, under-17 and/or under-18 age grades). However, many players begin engaging with Camogie at much younger ages (e.g., under-6 or under-8), where early participation focuses on skill development, game-based learning, meaningful playing time and enjoyment of the sport [3]. Sports participation is widely championed due to its diverse developmental benefits for youth, spanning from physical improvements, such as muscular strength and endurance, to psychological and social gains, such as quality relationships and increased self-esteem [4]. Despite the well-documented benefits of participation, over 70% of youth sports participants in Ireland drop out of sport, with 15% dropping out of Camogie specifically, positioning it among the most commonly dropped sports young girls cease participating in [2].

In Camogie, a player is deemed eligible to play and compete at a certain grade based on age criteria determined by their chronological age (i.e., number of years of age, calculated by birth date). Playing up an age grade, considered playing a chronological age grade above the current primary age grade for that player, is common for youth Camogie players, with 52% of under-14 female Gaelic games players playing up to under-16 and 72% of under-16s playing up to under-18 [5]. Playing up is often permitted or encouraged when an individual is deemed more skilled than their same-aged peers [6] or when participation numbers are lacking and youth players are required to field teams [7]. Playing up is considerably more prevalent for young females in rural settings in Ireland, with 74% of under-14 players doing so, compared to 22.7% in towns and just 3.3% in cities [5]. Despite its prevalence, there is a current lack of research exploring the phenomenon, limiting the extent to which its potential benefits or associated developmental demands can be adequately evaluated.

Playing alongside players with a greater chronological, biological and technical age can be beneficial for youth players as more appropriate levels of challenge can lead to better performances and more skilled players [8]. The technical, tactical and/or physical benefits associated with playing up have been demonstrated to date in boys youth soccer [9] and rugby [10]. Additionally, there are psychological and social benefits of playing up, such as making new friends and developing social interaction skills [9], which can support adolescents’ social functioning, group cohesion and sport continuation behaviour [4,11]. Previous qualitative research in youth boys and girls has identified progress as an athlete as a key benefit of playing up in soccer, with receiving recognition for their talent, experiencing success and having opportunities to develop expertise highlighted [6]. However, these young athletes can find playing up a challenge and struggle most to cope with the intensity of trainings and games, and to fit in socially with older peers [6]. There are also associated risks of injury, burnout and overtraining [12], which must be avoided in order to reduce female dropout from sport and physical activity during adolescence.

There is no current research examining the effects of or the perceptions of youth players towards playing up an age grade in Camogie, or even in Gaelic games as a whole. Therefore, this study aimed to qualitatively examine youth Camogie players’ perceptions of playing up an age grade within the sport. In line with this aim, the objectives were to gain an understanding of why youth Camogie players currently play up an age grade, their perceived benefits and negatives of playing up, and their recommendations for future players considering playing up an age grade.

Materials and methods

Participants

A total of fifteen adolescent Camogie players (14.4 ± 1.1 years) took part in a semi-structured interview. Participant demographic information is evident in Table 1. Participants had 7.2 ± 2.2 years Camogie playing experience (range: 3–10 years). All participants (n = 15; 100%) currently played up at least one age grade, with the majority playing solely at club level (n = 12; 80%). Most participants had played up an age grade previous to this current year (n = 10; 67%) and were involved in other sports alongside Camogie, with Gaelic football most common (n = 11; 73%).

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Table 1. Participant demographic information.

https://doi.org/10.1371/journal.pone.0355563.t001

Results

Participants’ reasons for and perceptions of playing up an age grade, including perceived benefits and challenges, were identified. Additionally, participants’ recommendations for youth Camogie players considering playing up are presented, with a detailed summary of the identified themes, sub-themes and exemplar quotes provided in Table 2.

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Table 2. Themes, sub-themes and participant exemplar quotes.

https://doi.org/10.1371/journal.pone.0355563.t002

Discussion

The current study provided a qualitative investigation of youth Camogie players’ perceptions of playing up an age grade. Given that almost one in six youth Camogie players dropout of the sport [2], the common practice of age-grade progression, or playing up, warrants examination. It is imperative to integrate the athlete voice into this research to comprehensively ascertain their lived experiences regarding participation in higher age categories. When interpreted through the lens of the Self-Determination Theory [20,21], the findings highlight the influence of the playing environment on youth players’ intrinsic motivation to play up and participate in Camogie. Although initial challenges were reported, 80% of participants expressed overwhelmingly favourable perceptions of playing up. Most notably, benefits were in relation to their Camogie skill development and psychosocial competence, outcomes that strongly satisfy their need for competence as a Camogie player. Despite these benefits, youth Camogie players perceive associated pressures and demands of playing up, adverse peer interactions and impaired intrinsic motivation as negatives of playing up, which actively hinder their need for autonomy and relatedness.

Youth Camogie players believed playing up an age grade significantly enhanced their competence and overall performance. Participants articulated a sense of accelerated development, which was directly attributed to the increased exposure and experience gained by playing up. This includes greater playing time and access to elevated coaching and playing standards, all of which are instrumental in fostering player development. Improvements in sport-specific skill [6] and technical and tactical performance [9] have also been previously observed among youth athletes playing up an age grade. The enhanced learning environment can allow players to be consistently pushed beyond their comfort zones when playing up, leading to rapid skill acquisition and tactical understanding [22]. The necessity to perform at a higher level against more developed athletes can be a catalyst for individual improvement, directly contributing to the development of physical (e.g., improved fitness, motor skills) and cognitive assets (e.g., enhanced decision-making, tactical awareness) [23]. This mastery and perceived skill development can directly impact a player’s confidence and enjoyment, reinforcing their motivation [24] and commitment to the sport [25]. Research in Gaelic games has shown that emphasising the development of key bio-motor qualities (e.g., strength, speed, power), while also creating developmentally appropriate and autonomy-supportive coaching environments can facilitate holistic player development [26].

Participants also perceived a valuable transfer of these enhanced performance attributes to other sports. This suggests the cognitive and physical adaptations required to succeed when playing up are not sport-specific but contribute to broader athletic development. The concept of multi-sport participation in youth development is supported, where skills learned in one domain can positively influence performance in another, contributing to a more holistic athletic foundation [12]. In particular, the development of athletic motor skill competencies [27] through Gaelic games participation can support the development of perceptual and decision-making skills applicable to other sports [26]. This transferability underscores the development of robust physical and cognitive assets that are not confined to a single sport.

Camaraderie, fun and enjoyment, and the development of resilience were also key psychosocial benefits of playing up an age grade in Camogie, which have also been identified in previous research [9]. Performance improvements are facilitated by positive and enjoyable practice activities [28], while a well-designed learning environment that appropriately challenges skill and game development can enhance group connectedness through stronger relationships with coaches and teammates [29]. The experience of more positive social engagements with teammates also enhances feelings of identity and perceptions of belonging [30]. The connections youth athletes form with their teammates, both in how often they happen and how meaningful they are, are foundational to their social and moral development [30]. The development of these emotional assets (e.g., resilience and confidence) can be fostered when playing up, as players learn to cope with higher pressure environments, and social assets through enhanced communication and teamwork within a more experienced group [23], leading to higher levels of sport enjoyment [31].

Overall, improved competence as a Camogie player and enhanced psychosocial competence resonate strongly with the Personal Assets Framework (PAF; 21,26). The PAF proposes youth sports experiences are built upon three dynamic factors; the types of activities youth participate in, the physical environment and the social setting. When these components are well-designed and interact effectively, their interplay creates positive sport experiences, leading to the development of confidence, competence, connection and character. Ultimately, this contributes to long-term participation, personal development and enhanced performance [23]. Given the recommendations provided by participants to future youth Camogie players considering the option of playing up, these three elements of the PAF must be fundamentally integrated into coaching practices in Camogie to maximise these potential benefits. In addition, an autonomy-supportive coaching environment that promotes player autonomy, competence and relatedness should be fostered to positively influence the sport experience, improve performance and develop long-term satisfaction in all three Self-Determination Theory basic needs [29,32].

Sport is assumed as inherently positive, automatically generating positive outcomes for those individuals and communities that engage with it [33], an assumption that could be extended to youth Camogie players. However, despite evident benefits, for many youth Camogie players, playing up was associated with significant pressures and demands from their coaches and teammates. This often led players to feel overwhelmed by the heightened expectations of the older age group. Previous research in youth sport has noted the expectation for players to show their worth to their older teammates and play well to avoid losing their trust [6]. Perceived pressure from coaches has also been demonstrated, where mid- (14–17 years) and late-stage (17–20 years) adolescents report higher perceived coach pressures compared to early-stage (<14 years) adolescents [34]. Pressure can be detrimental to performance through overconcern for mistakes or self-doubt [35], but youth athletes must be able to withstand the pressure and learn to use it to their advantage to elicit improved performances [36]. Given that the developmental pathway of youth sport participants is influenced by the quality and characteristics of their coaching and support networks [37], the recommendation of support and encouragement from coaches must be fundamentally considered to maintain youth participation in Camogie. This also emphasises the importance of autonomy-supportive coaching environments in Gaelic games [26] to ensure athletes’ psychological needs for autonomy (choice), competence (skill development), and relatedness (social connection) are effectively met [38].

Furthermore, the players’ narratives highlighted the struggle with competing demands between sports, a challenge exacerbated by the increased commitment required for the older age group. This aligns with findings by Brenner et al. [39], that showed the time-consuming nature of elite youth sport can lead to stress and a reduction in engagement with other life activities. In addition, youth athletes who participate in more hours of sport per week than their age in years, or whose organised sport versus free play time ratio exceeds 2:1, are at increased risk of serious overuse injury [40]. This perceived increased risk of injury was a significant concern. The unique features of the youth sport environment and their influence on lifelong musculoskeletal health and physical activity behaviour are well documented [41] and are supported by physiological literature, which notes younger athletes, who may not have reached skeletal or muscular maturity, are at a greater risk of overuse and traumatic injuries when competing against physically larger and stronger opponents [42–44]. In addition, reductions in flexibility, coordination and balance during the adolescent years, can increase youth athletes’ susceptibility to injury, leading to potential psychosocial disturbances, such as mood swings, stress, anxiety, depression and social pressure, in addition to isolation and disengagement from their friends [45].

There is a clear need for coaches, parents and organisational leadership to recognise that a uniform approach to playing up an age grade is insufficient. Policies should instead incorporate individualised considerations to account for highly variable individual maturation rates and the diverse physical, psychological and developmental needs of young players [26,46,47]. This player-centred ethos aligns directly with the Gaelic Games 2030 Vision [48], which mandates a scientifically informed approach to maximising player potential and retention. Bio-banding, a strategy that groups athletes based on biological maturation rather than chronological age [49], should be considered. However, bio-banding must be grounded in objective measurements, as solely relying on the coaches’ subjective perspective is an invalid method for estimating biological maturation [50]. It must also be flexible, as rigid grouping risks excluding late-maturing talent [51]. Evidence supports the benefits of such approaches, with youth soccer players reporting that maturity-matched environments are both developmentally and psychologically rewarding [52]. Further research specific to Gaelic games is required.

The social dynamic within the older team was another critical source of negative experiences. Participants reported a lack of social cohesion with older girls, feeling like outsiders and struggling to integrate into an established social group. This is a common phenomenon in team sports, where social hierarchies can develop based on age and skill level [53]. The perceived lack of trust from older teammates was particularly damaging, as players felt their abilities were doubted, which negatively impacted their sense of belonging and their willingness to take risks on the pitch. This a breakdown of the relatedness and social fabric of the team, which is a key predictor of positive youth sport experiences and continued participation [54,55]. A lack of connection with a supportive peer group has been identified as a contributing factor to youth sport dropout [56], particularly when participation demands conflict with the social developmental needs and priorities of young athletes [57]. Youth sport environments fostering both task and social cohesion can facilitate greater participation experiences for athletes, while also demonstrating benefits for personal, social and cognitive skills, and goal setting [58]. This warrants particular attention from coaches in teams where girls are participating in an older age grade.

The combined effect of performance pressure and social isolation directly impacted players’ intrinsic motivation. Players expressed feelings of self-doubt and a diminished sense of self-worth when they were unable to meet the higher standards or felt they were not contributing effectively to the team. Perceived self‑efficacy has been acknowledged as a significant moderating variable influencing the extent to which young participants reported positive experiences in sport [59]. Sport participation can contribute to self-confidence through encouragement, self-talk and successful performances [60]. Working with youth Camogie players requires awareness of the developmental and psychosocial factors influencing their sporting experiences, with coaches playing a key role in fostering environments that support autonomy, competence and relatedness.

Conclusion

This study offers important insights into the perceived benefits and challenges associated with playing up an age grade in youth Camogie. Players identified psychosocial competence and enhanced performance and skill development as key advantages, highlighting the developmental potential of playing up when appropriately supported. However, participants also acknowledged notable risks, including heightened physical and psychological demands, increased injury vulnerability, and potential disruptions to peer relationships and intrinsic motivation. These findings underscore the need for individualised decisions around playing up that balance opportunity with athlete welfare. Coaches, parents and sport organisations play a critical role in facilitating safe and positive experiences by ensuring that players’ readiness, motivation and autonomy are central to the process. Overall, while playing up can provide meaningful developmental gains for youth athletes, its successful implementation requires a holistic, player-centred approach that mitigates risks and supports long‑term engagement in sport.

Supporting information

Acknowledgments

Thank you to Conor Shannon and Lizzy Broderick from the Camogie Association for their support during this project. We would also like to extend a big thank you to the youth Camogie players who volunteered their time to share their viewpoints of playing up an age grade.