A theoretical basis for a constraints-led approach

Abstract

Coaches, teachers and other practitioners such as applied sport scientists seeking to use the methodologies of a constraints-led approach (CLA) to enhance skill acquisition and learner experiences are faced with a large body of information. The aim of this book series is to provide a nuanced understanding of the ideas and concepts in this body of work. Our aim is to ensure that the main theoretical ideas are accessible to coaches. Some sport practitioners have been using variants of a constraints-led approach in their work, for example to change conditions of practice, without being aware of the theoretical context behind it. While the language used in this theoretical framework can be somewhat technical, there is a lot to be gained by mastering the key ideas because there is a need for theoretical rigour to underpin the development of coaching as a profession. Familiarity and ease with the key theoretical ideas behind the CLA is needed by practitioners since its main methodologies should not be viewed as a magic bullet for all learners. Having a solid grasp of the theoretical ideas underpinning constraints-led coaching will help practitioners use pedagogical methodologies appropriately, effectively and efficiently.