WHAT IS THE CONSTRAINTS-LED APPROACH? Part 1

BLOG/ By Bobby Tingle 

The constraints-led approach (CLA) is a method of coaching based on the principles of non-linear pedagogy. The constraints led approach advocates a more hands-off approach to coaching. The CLA follows the idea that rather than explicitly instructing players on what to do and how to do it, coaches instead focus on a desirable outcome or goal while creating environments where players can explore various solutions (best suited to the player's ability) to achieve the desired outcome.

By designing creative environments (small-sided games) and manipulating constraints, coaches can simulate game-like situations in which players must perceive the information around them while exploring different solutions and developing the opportunity to self-problem solve to find the most effective way to achieve the desired outcome. The focus of the CLA is around the player adapting to their environment.

For coaches, this means it is critical that players are given opportunities to adapt to their environment and explore a variety of solutions. Essentially, the role of the coach is to identify and manipulate key constraints to facilitate the emergence of particular behaviors, functional skills and making decisions in game-like situations. 

As coaches, why we should utilize the constraints led approach. The CLA promotes an abundance of creativity while developing problem-solving skills. By implementing constraints, athletes are encouraged to find innovative solutions to movement challenges while enhancing their critical thinking strategies. For players, the CLA is a much more enriching model than the traditional model of being told what to do and how to do it. The CLA increases adaptability by challenging players to adjust their movements patterns due to changing constraints while leading to better performance in varied environments and situations. The CLA, enhances learning and retention by requiring players to problem-solve during training sessions. By creating these creative rich environments it develops a deeper understand of the game while having a higher transferability of skills to the player's respective game. 

Coaches, what are constraints? Constraints are defined as anything that influences behavior by acting as information that shapes or guides a player to explore solutions and self-problem solving strategies to achieve a desired goal or outcome. Basically, constraints are the boundaries in which players are afforded the opportunity to search for solutions. Implementing a wide array of constraints forces players to explore the most effective solution that best suits their respective skillsets. 

THE THREE TYPES OF CONSTRAINTS:

Individual constraints include factors such as body size (height, weight, and limb lengths), fitness (e.g., strength, speed, aerobic capacity, and flexibility), mental skills (e.g. concentration, confidence, emotional control or motivation), perceptual and decision-making skills (e.g. recognizing patterns of play, anticipating by reading the movements of opponents) and personality factors.

Environmental constraints consist of physical variables such as lighting, temperature and altitude of the playing location. Social factors also play a role. This includes cultural and societal norms, beliefs, family environment, friendship groups, and more. Individual and task constraints are the most important practical consideration for planning practices. However, understanding the impact of environmental constraints helps provide insight into how all of the constraints are continuously interacting and shaping performances.

Task constraints are more closely related to performance and include adjustments that determine how the game is played or the goal is achieved. Examples of task constraints include the amount of space players can play in, the scoring system, the number of dribbles they can take, starting the offense with an advantage, etc. In a basketball practice setting, task constraints are arguably the easiest category to manipulate in order to encourage certain types of outcomes to emerge in a practice setting.