Constraints Led Coaching Approach

Constraints Led
Coaching Approach
Or Teaching Games for Understanding
Outcomes
• Coaches understand the Constraints Led Approach to
Coaching
• Coaches understand how and when to use

Constraints Games to help their players learn
• Coaches understand how to create their own

Constraints Games for their players
Process
Constraints Led Coaching is a style of
coaching where the coach takes a particular
technique, skill or tactic from the ‘whole’
game, isolates it in a Small Sided Game and
lets the players find the answers to solve the
problem.
“It’s the design of games using different scoring systems that

require the players to use particular techniques or strategies to
win the game. Simply tell the players the scoring system and
then just let them play. Allow them time to determine the most
appropriate strategy/response rather than explicitly telling them
the solution”. Damian Farrow, AIS
• Change the behaviours of the players
• Fun, Competitive Games
• Players find the solutions
• Very specific
Individual
Environment Task
SKILL
LEARNING
Constraints
• Individual
• Physical/Mental/Personality
• Environmental
• Physical – Weather/Type and Size of surfaces
• Cultural – Kenyan runners & Indian Spin Bowlers

Constraints
• Tasks
• Rules; 2-touch
• Equipment; Small Ball/Goals
• Field Size; Long thin/Short fat (Man U 4v4)
• Zones; Crossing/Tackling/Touch
• Player numbers
• Time
Environmental Constraint
Will he need What Technique

this Technique is the player
when he grows being forced to
up? Learn?
Creating Constraints Games
Start with the end in mind;
LEARNING OBJECTIVE
LEARNING ACTIVITY
Explicit & Implicit Learning
Explicit = Guiding or Instructing the Players
Implicit = Players finding out themselves
1. Play for 10 mins then ask the teams to discuss

how/what they need to do.
2. Play for 10 mins then split players into pairs to

discuss how/what they need to do.
3. Play for 10 mins and the Coach leads a Q&A

session with players
Explicit & Implicit Learning
Some Guidelines;
• Don’t be too eager to ‘help’ the players

• Give them enough time to figure it out
• The younger the players the longer it may take
• It must look and feel like Football
• Like fine wine, Skill Learning NEEDS time to
mature
• A smooth sea never made a skilled Sailor
Learning Objective
Example;
Our team is not scoring many goals from

crosses, in fact, not creating many crossing
opportunities. I would
like our team to
produce and score
more from crosses.
Learning Activity
A SSG with crossing channels.
Rules:
Players can cross from wide channels
unopposed.
Points:
5 Points for a Header/Volley from a cross
3 Points for a goal from a cross
1 Point for a normal goal
THE GAME
Wide Channels
THE RULES
Wide players are unopposed but
on 2 touch.
OUTCOMES
Ball into wide areas
Early delivery from crossing
Timing of runs into box
Finishing Opportunities
PROGRESSIONS
Offside lines
Defenders can defend crosser
Players are given a problem (Rule) and then

THEY have to figure out a way to solve it.
THE GAME
Defend in the Zone
B THE RULES
Team chooses which Zone they
want to win possession in for extra
points
OUTCOMES
A Team understands how to direct
play to target area
Points
1 Point for every possession made
in target area
B 5 points if possession won and
then goal scored
THE GAME
The Whistle Game
THE RULES
Both Teams play ‘keep ball’ using
either GK.
On 1 Whistle the team in
possession attacks Goal 1
On 2 Whistles the team in
1 2 possession attacks Goal 2
Both teams keep playing until the
Coach calls it ‘DEAD’.
OUTCOMES
Teams have to decide to attack or
defend quickly and reorganise as
quickly as possible
Task Variations
• Points Systems
• Extra Points for completing a task;

(number of passes/switching play)
• Staggered Points system;

5 for a headed goal from cross
1 for a normal goal
• Rules
• Before you can score you must…

Testing the Work
• Use Games Days/Matches to test
• ie; Last week we only crossed 5 times into the box.

After the week’s training, have we improved?
• Shifts the focus to Process/Performance Goals

(improvements) rather than Outcome Goals (results)
• Drills v Games – which would you rather do?
• Variable rather than Constant
• Better for Long Term Learning
• Hone’s Techniques WITH Decision Making
• Replicates the ‘Street Football’ environment

• Working with Youth/Junior Players
• Where results don’t matter
• Early in the week

Summary
• Start with the end in mind
• YOUR players must be the focus
• Be careful with the ‘rules’ – not too tight
• Use Games Days/Matches to ‘test’
• Can take the focus away from the result
• Process Goals rather than Outcome

Thanks
Questions?

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What is constraints-led coaching?

What is constraints-led coaching?

What are some guidelines for implicit learning?

What are some guidelines for implicit learning?

Constraints Led

• Coaches understand how and when to use

• Coaches understand how to create their own

“It’s the design of games using different scoring systems that

• Fun, Competitive Games

• Players find the solutions

• Physical – Weather/Type and Size of surfaces

• Cultural – Kenyan runners & Indian Spin Bowlers

• Equipment; Small Ball/Goals

• Field Size; Long thin/Short fat (Man U 4v4)

Will he need What Technique

Implicit = Players finding out themselves

1. Play for 10 mins then ask the teams to discuss

2. Play for 10 mins then split players into pairs to

3. Play for 10 mins and the Coach leads a Q&A

• Don’t be too eager to ‘help’ the players

Our team is not scoring many goals from

Players are given a problem (Rule) and then

• Extra Points for completing a task;

• Staggered Points system;

• Before you can score you must…

• ie; Last week we only crossed 5 times into the box.

• Shifts the focus to Process/Performance Goals

• Variable rather than Constant

• Better for Long Term Learning

• Hone’s Techniques WITH Decision Making

• Replicates the ‘Street Football’ environment

• Where results don’t matter

• Early in the week

• YOUR players must be the focus

• Be careful with the ‘rules’ – not too tight

• Use Games Days/Matches to ‘test’

• Can take the focus away from the result

• Process Goals rather than Outcome

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