Constraints Led Approach 1 PDF

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A Constraints-Led Approach What do we already know about learning?  Creativity – relying on same practices and coaching behaviours perhaps not enough to create effective learning in participants  Scaffolding – learning takes place with the support and guidance of a MKO  Games Based Approach – Traditional Approaches to Learning Over emphasis on  Linear  Repetitive  Layered methodology Information processing – stimulus response/feedback approach Traditional Approaches Applied to Coaching  Instruction  Feedback  Drills  Model Technique  Repetition Why should we consider an alternative approach to learning?  Healthy to be critical, show scepticism  Research has been critical in this area (Williams and Hodges, 2005; Renshaw et al. 2010)  Challenging our beliefs and understanding improves our practice Constraints Led Approach Athletes  Task  Environment  Alternative approach  Places a greater emphasis on the environment – ecological  Clearly defines learning and the learning process as the coupling of perceptions of the environment to actions  Provides practitioners with a principle led approach to designing and making sense of their sessions  Skilled behaviour is emergent from the interaction of three categories of constraint (Davids et al. 2008) Understanding Behaviour James Gibson  The problem of control in human movement  Affordance Based Control – goal orientation behaviour is based on the affordance of the environment  Self-Organisation – finding a solution by yourself, working out the situation – intrinsically know your own capabilities

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Individual: Environment System – individuals and their environment is a system – they are linked – cannot take them apart To understand behaviour, these three things become really important

Important Questions for Coaching 1. How can we explain behaviour if we reject the idea of an internal control structure? 2. How can movement patterns be stable (repeatable) yet remain adaptive (new situations) Constraints Led Approach Organismic  Environmental  Task  Perception and action – gives us our behaviour (Newell, 1986) Perception and Action are coupled  What you see (perception)  What you do (action) What are Constraints? 3 categories of constraints – environment, individual and task  A CLA involves manipulating key constraints in a task to help athletes come up with their own individual sport specific movement solutions  Constraints are boundaries which exclude certain behaviours, limit certain possibilities for action  Actions are NOT produced by constrains. When a constraint is added or manipulated, it does not prescribe a solution. New movement solutions emerge as a result of the interaction between constraints  Constraints are highly time dependent – e.g. an athlete’s strength (independent, slow to change) vs. the exact location of the hurdles (dependent, can be changed quickly) Constraints in Action Environment Individual *time independent *time independent 16 years old Ambient temperature training age of 2 years Wind reasonably fast Visibility (light level) Highly motivated Track surface Good mobility Audience of one Sociocultural constraints of Stable (e.g. strength) Injury free athletes Unfatigued Listens well Trusts coach 

Task *time dependent Goal – run a 3 step rhythm Rules of the event Equipment – set up of the hurdle e.g. turned over or upright Number of hurdles Spacing of hurdles Start position Starting distance Coaches instructions (use sparingly) Using different equipment offers different opportunities for different techniques

Athlete : Environment System Athlete  Task  Environment

CLA – Methodology  Design learning tasks – learning dynamics  Key principles - Manipulation of task constraints - Exploration - Attunement – tune them in with the right information so they can do this again at a competition or within another task  Satisfying the specific constrains of the practice leads to self-organisation Manipulating Task Constraints 1. Constraining to Afford - Invite new behaviour 2. Constraining to Perceive - Becoming attuned to new or different information 3. Simplification 4. Scaling of Equipment – understanding athlete’s capabilities and working with them Constrain to Afford?  Raising net height – excludes a low driven shot  Lower net height – ability to drive low  Never do it to the point where it changes the task  Narrowing court width / reducing the court depth Constrain to Perceive Can constrain to perceive what the opposition is doing  Perception action – when to press in the opponent’s half, attuned to opponent movement and positioning Scaling Designing the task to reflect the capabilities of the individual – intrinsic dynamics  Playing with more appropriate sized equipment leads to more implicit learning  Implications in other sports – selection, achievement, intrinsic motivation, injury Summary Constraints Led Approach  Individual : Environment System  Manipulation of Constrains - Individual - Environment - Task – space, equipment, time, scoring, instruction  Practice Design - Maintain key information movement couplings - Think of the affordance you create - Simplify and scale practice tasks -...