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Cited by 169Physical Education and PedagogySports and Physical Education ResearchPhysical education and sports games research

Why the constraints-led approach is not teaching games for understanding: a clarification

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Renshaw, Ian, Araújo, Duarte, Button, Chris, Chow, Jia Yi, Davids, Keith, Moy, Brendan·2016·Physical Education and Sport Pedagogy
DOI 10.1080/17408989.2015.1095870
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Abstract

Background: There is some apparent confusion regarding similarities and differences between two popular physical education (PE) pedagogical frameworks, that is, the Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU).Purpose: Our aim in this commentary is to detail important theoretical and pedagogical concepts that distinguish these approaches, as well as to recognise where commonalities exist.Findings: In particular, we note that TGfU had its roots in the 1960s in the absence of a substantial theoretical framework, although several attempts to retrospectively scaffold theories around TGfU have subsequently emerged in the literature. TGfU is a learner-centred approach to PE in which teachers are encouraged to design modified games to develop the learner's understanding of tactical concepts. In contrast, the CLA has arisen more recently from the umbrella of Nonlinear Pedagogy (NLP), emerging from the empirically rich theoretical framework of ecological dynamics. The CLA adopts a ‘learner–environment’ scale of analysis in which practitioners are encouraged to identify and modify interacting constraints (of task, environment and learner) to facilitate the coupling of each learner's perceptual and action systems during learning. The CLA is a broader framework which has been adapted for the design of (re)learning environments in PE, sport and movement therapy. Other key distinctions between the approaches include: the overall goals; the way in which the learner and the learning process are modelled; the use of questioning as a pedagogical tool; the focus on individual differences vs. generic concepts; and how progressions and skill interjections are planned and implemented.Conclusions: Despite such distinctions, the two approaches are somewhat harmonious and key similarities include: their holistic perspective of the learner; the proposed role of the teacher and the design characteristics of learning tasks in each. Both TGfU and the CLA have a powerful central focus on the nature of learning activities undertaken by each individual learner. This clarification of TGFU and the CLA is intended to act as a catalyst for more empirical work into the complementarity of these juxtaposed pedagogical approaches to learning design.

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  • There is a need for more engagement of researchers in supporting the application of theory into practice.

    “On the one hand, there is a need for “more engagement of researchers in supporting the application of theory into practice” (Renshaw et al., 2016, p. 475);”

    From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Renshaw et al., 2016

    In “The emergence of TGfU” (page unavailable), the paper says a theoretical model is needed to support pedagogical decisions and the design of practice environments. The Summary (page unavailable) likewise says a theoretical underpinning can help practitioners design lessons. Our copy does not contain the quoted wording or specifically call for greater engagement by researchers. (LLM, conf=0.84)

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  • The constraints-led approach, as an ecological model, advocates that open systems are of non-linear nature and involve a mutual relationship with the performance environment.

    “In brief, the CLA, as an ecological model, advocates the underlying principle that open systems (e.g., athletes within invasion games or team ball games) are of non-linear nature and involve a mutual relationship with the performance environment (Pinder et al., 2011; Renshaw et al., 2016).”

    From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Renshaw et al., 2016

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Research works printed but not linked: 7

  1. [5]5. Atencio, M., Chow, J. Y., Tan, W. K. C., & Lee, C. Y. M. (2014). Using complex and nonlinear pedagogical approaches to design practical game lessons in PE. European PE Review 20(2), 244-263.
  2. [11]11. Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.
  3. [14]14. Chow, J. Y., Davids, K., Shuttleworth, R., Button, C., Renshaw, I., & Araújo, D. (2007). From Processes to Principles: A Constraints-Led Approach to Teaching Games for Understanding (TGFU). Review of Educational Research, 77 (3), 251-278.
  4. [16]16. T. Hopper, J. Butler & B. Storey (Eds.), TGfU...Simply Good Pedagogy: Understanding a Complex Challenge (pp. 131-143). Ottawa Physical Health Education Association (Canada).
  5. [30]30. Mitchell, S.A., Oslin, J.L., Linda L. Griffin, L.L. (2012). Teaching Sport Concepts and Skills 3rd Edition (iBooks Enhanced Edition): Champaign, Il: Human Kinetics.
  6. [45]45. Thorpe, R. (2005). Rod Thorpe on Teaching Games for Understanding. In L. Kidman (Ed.), Athlete-centred coaching: Developing inspired and inspiring people (pp. 229- 243). Christchurch: Innovative Print Communication Ltd.
  7. [48]48. Thorpe, R.D., D.J. Bunker, and L. Almond. (1984). A change in focus for the teaching of games. In Sport pedagogy: Olympic Scientific Congress proceedings, ed.

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Authors
Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B.
Affiliations
  • Queensland University of Technology (AU)
  • University of Lisbon (PT)
  • University of Otago (NZ)
  • Nanyang Technological University (SG)
  • Sheffield Hallam University (GB)
Corresponding author
Renshaw, Ian
ORCID
Venue
Physical Education and Sport Pedagogy
Publisher
Informa UK Limited
Published
2015-10-21
Volume
21
Issue
5
Pages
459-480
ISSN
  • 1362-7120 (ISSN-L)
  • 1740-8989
  • 1742-5786
DOI
10.1080/17408989.2015.1095870
OpenAlex
W2174709392
Semantic Scholar
82bcf421534715aa94359f6c84a2e5e553008e71
Cited by
169
References
82
Citations by year
2026: 15 · 2025: 9 · 2024: 19 · 2023: 22 · 2022: 19 · 2021: 24 · 2020: 26 · 2019: 10 · 2018: 11 · 2017: 8 · 2016: 5 · 2015: 1
FWCI
22.23
Type
journal article
Language
en
Open access
Locations
  • Physical Education and Sport Pedagogy (publishedVersion)
  • NIE Digital Repository (National Institute of Education, Nanyang Technological University) (acceptedVersion)
  • QUT ePrints (Queensland University of Technology) (submittedVersion)
Topics
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
  • Social Sciences › Psychology › Social Psychology › Physical education and sports games research
Keywords
constraints-led approach, Teaching Games for Understanding, pedagogical framework, nonlinear pedagogy, ecological dynamics, learner-centred pedagogy, modified games, tactical knowledge, learner-environment interaction, teacher questioning, individual differences, skill progression, learning design, physical education

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