A theoretical basis for a constraints-led approach (original) (raw)

2019, The Constraints-Led Approach

Background 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. The CLA is founded on the theory of ecological dynamics, which considers athletes and sports teams as complex adaptive systems-a network of highly integrated, interacting sub-components (e.g. parts of the body in an athlete or members of a sports team). In complex adaptive systems, the multitude of parts continually form coordinated patterns (synergies), which are shaped by surrounding informational constraints. Through their interactions, one can identify the coordination states that emerge in a complex system in nature (see Figure 2.1). A solid understanding of key concepts in ecological dynamics captures the nature of the learner and the learning process for sports practitioners. Viewing learning from this perspective will ensure that coaching practice is informed by theoretical principles rather than by guesswork, the latest fads or fashions, or traditional ways of doing things. So what, 1: we must view practitioners as environment architects We argue that the role of the practitioner as the environment architect must be given greater emphasis. This perspective is in contrast and proposed as a challenge to the current popular mantra of considering the 'game as the teacher'. While we would agree with the philosophical notions of that mantra, it could lead to practitioners developing an overly passive pedagogical approach. This misinterpretation has led to practitioners being too 'hands-off' at times. An under-appreciation of how nuanced the successful application of a CLA needs to be has led to the provision of rather vague practice environments that lack purpose and any form of targeted development. As we note in this first section, sport practitioners need to provide carefully designed environments which make available desired affordances that are functional for athlete performance, adhering to underpinning theories of ecological dynamics. How Experiential and Empirical knowledge can enrich science, applications and practice in Sport and Exercise Science Experiential Knowledge Empirical Knowledge derives from daily interactions derives from theoretical of coaches, athletes, sport ideas, experimental scientists, teachers, trainers and other research, and performance analysts data and modelling work