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The traditional approach views the Constraints-Led Approach (CLA) as a model for the experienced individual, but the reality is it can be applied for the novice level. When teaching the youthlete, strategic constraint manipulation is key for the developmental (learning) process.
Converging Constraints & Amplify Affordances Converging constraints refer to factors that narrow down the range of possible actions an athlete can take during a movement task. In other words, they reduce the “degrees of freedom” by “converging” multiple possible movement solutions toward a smaller, more specific set of behaviors. Here’s a deeper look into what this means: 1. Reduction of Options:
Constraining to amplify affordances refers to the intentional use of constraints to make specific opportunities for action (affordances) more prominent and appealing to an individual. In the context of ecological dynamics and the CLA, this strategy involves modifying elements of the task, environment, or individual setup so that certain movement solutions become more noticeable and easier to exploit. Here’s a closer look at how this works: 1. Constraining Action Options:
By adjusting task parameters (like modifying the playing area, equipment, or rules), coaches can emphasize certain affordances. This supports an implicit learning process, where athletes discover effective movement patterns on their own. The constraints ensure that even without detailed instructions, the most effective actions naturally emerge as the most viable choices. While too many options can be overwhelming, a well-designed environment allows the athlete to explore variations within a focused range, refining their skills by repeatedly exploiting the amplified affordance.
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When planning a training program, it’s important to take into consideration the different characteristics of sporting movements:
Force in human movement and athletic performance has several key characteristics that influence how it affects motion. These include the following:
1. Magnitude (Amount of Force) Refers to the quantity or size or strength of the force applied. Greater force typically results in greater acceleration or movement, as per Newton’s Second Law (Force = Mass × Acceleration). 2. Direction (Where the Force is Applied) The force must be applied in the optimal direction for efficient movement & maximal performance. 3. Point of Application (Where Force is Applied on the Body/Object) The location where force is applied can influence movement solutions. 4. Line of Action (Alignment of Force Application) The path along which force is applied, often related to effective line of force application. Misaligned forces can cause inefficiencies or poor outcomes. 5. Rate of Force Development (RFD) The speed at which force is generated, crucial for athletic actions. 6. Duration The length of time force is applied during movement. Longer durations are beneficial for acceleration and change of direction, while shorter durations are key for max-speed patterns. 7. Variability The ability to adapt force output based on changing conditions or movement demands. This helps athletes adjust to unpredictable environments in sports. 8. Frequency How often force is applied in a specific timeframe, regular or random patterns. 9. Impulse (Force × Time) The total force exerted over time, affecting acceleration and momentum. Increasing impulse (by applying force over a longer period) improves movement efficiency. Impulse directly influences an object’s momentum (Momentum = Mass × Velocity). Greater impulse leads to a greater change in velocity, making it critical for acceleration, jumping, & directional changes. 10. Force-Velocity Relationship This relationship is inversely related: Higher force = lower velocity & lower force = higher velocity.
In athletic development, explicit and implicit learning relate to how athletes acquire skills and adapt to their environment. Explicit Learning occurs through direct instruction, verbal feedback, and conscious understanding of movement patterns.
Characteristics: • Coach-led, with step-by-step guidance • Often relies on technical cues • Requires conscious thought & effort from the athlete • “Correct” technique & can lead to “overthinking” under pressure Implicit Learning occurs without direct verbal instruction, allowing the athlete to discover movement solutions through exploration and experience. Characteristics: • Encourages self-organization of movement patterns • Less conscious thought involved • More robust under pressure, as movements are developed in context Key Differences:
Explicit Vs. Implicit Learning Table by theuofstrength
The difference between cognitive processing (internal mental model) and direct perception lies in how information is processed or attuned and used for decision-making in dynamic environments like sports.
Cognitive Processing (Internal Mental Model) This approach suggests that the brain constructs an internal representation of the world to guide decision-making. Athletes rely on memory, prediction, & internal computations to process information & anticipate future events. Key Characteristics:
Direct Perception Rooted in ecological psychology, direct perception suggests that the environment provides all necessary information for action without requiring internal representations. Athletes perceive affordances (opportunities for action) directly from the game environment. Key Characteristics:
Key Differences:
Cognitive Processing & Direct Perception Table by theuofstrength
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AuthorJamie Smith is a proud husband and father, passionate about all things relating to athletic development and a life long learner, who is open to unorthodox ideas as long they are beneficial to his athletes. Categories
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*By accessing this website and/or purchasing or utilizing the articles, emails, programs, images, videos, services and/or products, you are agreeing to this disclaimer in its entirety. The content on this website and the educational products sold within are the intellectual property of The U of Strength, LLC and may not be replicated, reproduced, or sold without prior written consent from The U of Strength, LLC. Website, social media and product content provided is for informational purposes and meant to be utilized by athletes, sport coaches, and fitness professionals at their own discretion. It is not meant to substitute advice or guidance from qualified medical experts, and misuse of the information can result in serious injury. Any fitness program should be administered under the discretion of qualified professionals who take into account individual differences in health and ability. While our programs have found success with the athletes who train at our facility, individual results vary and we do not guarantee any specific results. The U of Strength, LLC assumes no liability from the misuse of the content provided or products purchased. Users assume all risk when implementing our ideas in theirs or their clients’ real life training experiences.
Email: [email protected]
*By accessing this website and/or purchasing or utilizing the articles, emails, programs, images, videos, services and/or products, you are agreeing to this disclaimer in its entirety. The content on this website and the educational products sold within are the intellectual property of The U of Strength, LLC and may not be replicated, reproduced, or sold without prior written consent from The U of Strength, LLC. Website, social media and product content provided is for informational purposes and meant to be utilized by athletes, sport coaches, and fitness professionals at their own discretion. It is not meant to substitute advice or guidance from qualified medical experts, and misuse of the information can result in serious injury. Any fitness program should be administered under the discretion of qualified professionals who take into account individual differences in health and ability. While our programs have found success with the athletes who train at our facility, individual results vary and we do not guarantee any specific results. The U of Strength, LLC assumes no liability from the misuse of the content provided or products purchased. Users assume all risk when implementing our ideas in theirs or their clients’ real life training experiences.