In 2025, Gaelic football introduced a significant rule change: the implementation of a 40-metre scoring arc. Under this new regulation, any point scored from outside this arc is awarded two points, while points scored from inside the arc or within the 20-metre line remain valued at one point. Goals continue to be worth three points (GAA, 2024). This modification aims to encourage more dynamic and long-range play, potentially reducing defensive congestion and promoting a more open and engaging game. However, such a change necessitates adaptations not only in physical strategy but also in the psychosocial aspects of player development and team dynamics.
The 5Cs framework – Commitment, Communication, Concentration, Control, and Confidence – offers a comprehensive approach to understanding these psychosocial components in sports (Harwood, 2008). Developed to enhance athletes’ psychological and social skills, this model is particularly relevant when considering the implications of the new two-point arc. Two of the 5Cs, Control and Communication, are especially pertinent when examining the impact of this rule change on Gaelic football players and teams.
Control: Emotional Regulation and Decision-Making
Control in the context of the 5Cs refers to an athlete’s ability to manage emotions and maintain composure under pressure (Harwood, 2008). With the introduction of the two-point arc, players may feel increased pressure to attempt long-range shots, especially in critical moments of a game. Successfully managing this pressure requires emotional regulation.
McGuigan et al. (2022) found from previous seasons that the chance of scoring from a new 40-metre arc, directly in front of goal, is 33% when the shooter is under high pressure from defenders. With a 1 in 3 chance of scoring, control of emotions and the ability to recover from setbacks is vital to ensure that players create the best percentage opportunities and are also comfortable to pull the trigger when opportunity presents.
The impact of the change in scoring system means a more open game is being played. What would previously have been safe leads are now being eaten into and overturned. According to @iGaelicCoach via Twitter/X, across the opening 2 weeks of the league, 9 teams with a lead of 4 points or more have been caught. This further highlights the impact of the new scoring rules.
Research in sports psychology highlights that athletes who demonstrate strong emotional control are better able to make rational decisions, particularly under stress (Hanton et al., 2005). In the context of Gaelic football, this means players must resist the temptation to take low-percentage, long-range shots merely because of the additional scoring opportunity. Instead, they need to balance risk and reward, ensuring their decision-making aligns with team strategy and match conditions. As we can see leads can be eaten into, so knowing when to take the right shots is key. Moreover, making the most of opportunities is key as well to ensure that teams ideally do not find themselves facing large deficits.
Coaches can help players enhance their control by helping players develop a reset trigger in order to help them recover from any in game setbacks, enabling them to remain composed when opportunities for two-point shots arise. Additionally, scenario-based training, where players are put under simulated match pressure, can improve their ability to execute effective long-range shots without compromising team cohesion.
Communication: Enhancing Tactical Awareness and Team Cohesion
Communication is fundamental in any team sport, and the introduction of the two-point arc in Gaelic football further underscores its importance. Effective communication allows teams to better coordinate attacking plays, ensuring that opportunities for long-range shots are maximised while maintaining defensive structure.
With the new rule, attackers need to communicate effectively to create space and set up scoring opportunities from outside the arc. For example, signal calling, verbal cues, and non-verbal gestures can facilitate quick decision-making during counterattacks. Moreover, communication can also play a role in helping teammates in decision making and working the ball closer to goal for an easy 1 pointer.
Defensively, teams must adjust their communication to counteract opponents’ strategies. Defenders and goalkeepers must now be more vocal in organising the defensive line to prevent high-scoring shots from distance. As many teams will want to defend from the 2 point arc, communication amongst pressing players is vital to ensure that no gaps appear around the arc. Moreover those defending within the arc, will need to communicate with each other and those further out to ensure that no opposition players find themselves in space for an easy 1 pointer inside the arc.
Studies have shown that well-structured team communication enhances collective efficacy, improving overall team performance (Eccles & Tran, 2012). Gaelic football teams should incorporate structured communication drills into training to improve both verbal and non-verbal interactions on the pitch. This might include specific calls for setting screens, directing play, or instructing teammates on when to close down an opponent attempting a long-range shot. Dublin have been famous for this in recent years, with the ball carrier placing their fist in the air to signify a specific play.
Combining Control and Communication
Ideally, to effectively utilise the two-point arc, communication and control need to work hand in hand. Strong communication ensures that players are aware of when and where to take long-range shots, while emotional control allows them to execute these shots with composure under pressure.
For example, attackers can communicate effectively to each other to support teammates with their emotional control. This can be a signal to remind a player to reset and prepare for a two-point attempt. This combination of communication and control around the 2-point arc will help players make better decisions in pressure moments.
Similarly, defenders need both control and communication to limit opponents’ scoring opportunities. A structured and vocal defensive unit can help identify long-range threats, ensuring the team does not concede unnecessary two-pointers. This can support controlled defensive movements as a unit, rather than panicked reactions by individual players and a loss of shape. This will allow players to pressure opponents effectively without overcommitting.
By integrating these two principles, teams can strike a balance between structured play and individual decision-making, ultimately optimising their performance under the new rule framework.
How can you bring this into your coaching sessions?
As mentioned in our first post on the new rules coaches can help players relate a psychological skill to the 2 point arc. As a reminder: Relate – This step helps players understand how the restricted conditions mirror real match scenarios. Coaches encourage reflection on the decision-making processes and psychological demands within the drill. By relating the constraints to actual game moments, players develop a deeper understanding of how psychological attributes such as confidence, concentration, and emotional regulation influence performance.
Coaches can look to implement the 3R’s; Recognise, Reset and Respond. Recognise refers your players recognising that that they are losing control of their emotional control, or recognise that it is a pressure moment in a game. Reset refers to have some sort of reset trigger that players can quickly engage in to support getting them back to the present moment. Response refers to having some sort of response that gets them back into the game. From a communication perspective, this framework would be shared with the players.
Then in bringing this into a coaching session, a coach could highlight to the players, what the pressure moments will be at training so that all players are able to recognise it for themselves and others. This could be the last 2 minutes of a game or following back-to-back turnovers.
The coach then could highlight a reset skill such as breathing. Before heading out for training players could practice taking a couple of deep breaths and exhaling fully to support emotional control and focus.
The players should then have an action that they can engage in within that moment relevant to their position. A forward, might make a run or get back into position.
This all be done 5 minutes before training and reinforced following training. While on the pitch, the players can all follow the 3Rs framework. They are all aware of what the pressure situations and they can recognise these. This supports the communication piece as they can support other players in recognising this if necessary. Their teammates can then engage in resetting and responding.
Following training coaches can then observe throughout the session how effective the team is at their 3R’s and they can reflect their observations with the players following training to see what barriers or facilitators there are towards effectively implementing the 3R’s. When implementing any new tactic or mental skill, it will take time, so patience and consistency of practice will be necessary to implement it effectively.
Conclusion
Incorporating the principles of Control and Communication from the 5Cs framework can aid teams in adapting to the new two-point arc in Gaelic football. By focusing on emotional regulation and effective communication, players can enhance their performance, make effective decisions under pressure, and maintain team cohesion, all of which are crucial for success.
Coaches, sports psychologists, and players must work together to integrate these principles into training and match preparation to ensure teams can fully capitalise on the opportunities presented by these rule changes.
By Eddy Sheeky
References
- Eccles, D. W., & Tran, K. B. (2012). Getting them on the same page: Strategies for enhancing team communication. Journal of Sport Psychology in Action, 3(1), 30-40.
- GAA. (2024). Football Review Committee rule enhancements explainer. Retrieved from https://www.gaa.ie
- Hanton, S., Fletcher, D., & Coughlan, G. (2005). Stress in elite sport performers: A comparative study of competitive and organizational stressors. Journal of Sports Sciences, 23(10), 1129-1141.
- Harwood, C. (2008). Developmental consulting in a professional football academy: The 5Cs coaching efficacy program. The Sport Psychologist, 22(1), 109-133.
- McGuigan, K., Collins, K. and McDaid, K., 2022. How do situational variables, related to shooting, in elite Gaelic football impact shot success?. International Journal of Sports Science & Coaching, 17(5), pp.1128-1136.
