ABSTRACT
Recently, a constraints-led approach has been promoted as a framework for understanding how children and adults acquire movement skills for sport and exercise (see Davids et al., 2008; Araújo et al., 2004). The aim of a constraints-led approach is to identify the nature of interacting constraints that influence skill acquisition in learners. In this chapter the main theoretical ideas behind a constraints-led approach are outlined to assist practical applications by sports practitioners and physical educators in a non-linear pedagogy (see Chow et al., 2006, 2007). To achieve this goal, this chapter examines implications for some of the typical challenges facing sport pedagogists and physical educators in the design of learning programmes.
