The constraints-led approach (CLA) is a framework for teaching practicing motor skills. When adopting this framework, it is critical to consider the interactions between different ‘constraints’: the performer, the environment and the task. To use CLA effectively, one must begin by understanding how to design effective learning environment. The teacher directs learning by manipulating the constraints, instead of prescribing the technical or tactical solution. The learner is challenged to find his/her own functional movement solutions through targeted exploration.
Scenario:
It is observed that many students are not moving their feet quickly enough to react to the incoming object when engaging in a net barrier game which allow multiple touches at each side of the net. Previously, the teacher has tried to give students the allowance of "one bounce" with the intention of giving them more time to respond and react to the ball. But soon, the teacher realised that this skill is more closely related to the movement and anticipation required in a game of tennis, rather than volleyball, sepak takraw etc.
Modification(s) introduced:
(1) In response to this observation, the teacher took a step back and removed the "one bounce" allowance. The teacher then raised the net line and found that this helped the learners gain a bit more time to respond to the ball more successfully. However, the students still struggle to use the appropriate skill and make the right decision when trying to "pass and set" during the game.
(2) Considering that the skill level is still fairly low, the teacher experimented with the idea that perhaps, it is not wise to demand the "no consecutive" touches rule. Drawing inspiration from sepak takraw, it is now observed that the game is now more playable.
(3) It was observed that some of the Volleyball CCA players were advising the others to adhere to the maximum of 3 touches at each side of the net. Considering that this is a class of Primary 5 students, the teacher intervened and allowed for any number of touches at each side of the net as long as the team was observed trying to keep to the spirit of "ball towards the net, ball along the net, ball across the net" even if it means they took 5 or 6 touches to get it right.
So, go ahead and list down all the other modification ideas you have utilised to support learning!
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