Constraints LED

Constraints LED approach has been promote as a framework for understanding how children and adults gain movement skills for sport and exercise. (Renshaw, Davids & Savelsbergh, 2010) Furthermore, constraints LED emphasises the importance of coaching these methodologies within their practice. ( Renshaw, Davids, Newcombe & Roberts, 2019) 

According to ImSporticus (2016) ’A constraints led approach is a teaching/coaching method based on the principles of non linear pedagogy,’ and constraints can be manipulated into three categories; task, performer and environment.

Performer constraints

These are different from participant to participant. They can be physical such as somatotype, weight, height, fitness levels, muscle type or genetic make-up. For example, if a participant is considerably taller than the other participants they may be given a special constraint. If they was playing basketball they may only be allowed in the middle of the court therefore not affecting the points scoring system between the two teams which will then make it a fair game. However, this may hinder that individual as they may not be involved in the game leading to a lack or learning and progress also they will become disinterested easily making the constraint ineffective. On the other hand, this may workout well as the significantly taller participant may be only allowed in the middle of the court but as a floater and can influence the play for both teams. This will therefore benefit the game and the individual as they will still be involved and will aid their development too.

Task constraints

Task constraints are rules, equipment, playing areas, goals, players and therefore the information that is presented by them. For example the use of modified equipment such as a smaller goal for those who may have a higher ability level in football or a wider bat for those who have a lower ability level in cricket/rounders. Changing these task constraints can allow the participants the potential to learn optimal movement patterns , whether this be from making the task easier or harder. However, if the constraint for the participants doesn’t work out, for example, the smaller goal in football as the opposition have realised they can just stand in front of the net and therefore blocking it off this wont benefit them as it will hinder their development.

Environmental constraints

Environmental constraints are things like the surface of play, light, noise, temperature or altitude. For example, the playing surface may be changed to make it harder or easier for the participants to play on. For example, in football to make the game easier the game could be played on a pristine pitch with no mud and no other ailments to hinder the way it plays. However, to make it harder the participants may play on a really muddy and wet pitch which will make the ball harder to pass along the floor and run on therefore meaning a different style of football will need to be played which will benefit the player as it will test their ability levels in tougher conditions. However, this may hinder the players development as they may struggle on the muddy pitch therefore losing confidence in themselves as a player leading to drop off in form and a potential to cause more drop outs.

Reference list

ImSporticus (2016). What is a ‘constraints led approach’? Retrieved March 14, 2016 from

Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2019). The constraints-led approach: Principles for sports coaching and practice design. Routledge.

Renshaw, I., Davids, K., & Savelsbergh, G. J. (Eds.). (2010). Motor learning in practice: A constraints-led approach. Routledge.

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