ABSTRACT
The human being is a complex, dynamic system (Renshaw, 2010), therefore learning any kind of movement involves many interdisciplinary factors, integrating aspects from the task, environment, and individual. A useful current way of looking at learning skill is through a constraints-led approach (Davids et al., 2008). A constraintsled approach focuses on the dynamics of movement, recognising that skills cannot be learned in isolation, but that task, environment, and individual constraints must be taken into account to acquire a particular skill (see Figure 6.1). This dynamic, constraints-led approach is an alternative to the traditional technique-based, structured, skill acquisition approach (see box for Recent Research on a constraintsled approach). In essence, the constraints-led approach suggests that the manipulation of constraints (task, environment, and/or individual) enables individuals to self-organise and problem solve optimal movement patterns in specific, realistic contexts. Based on this notion of dynamics of movement, a coach’s role is to provide opportunities to practise in match-like situations so that transfer to competition itself is seamless and realistic.
