Constraint-led games (CLGs) are a coaching method that uses specific rules to shape game-like situations and help athletes develop their skills. The idea is that these rules encourage players to think for themselves and learn from the game environment. To use this approach effectively and with minimal intervention from the coach, consider the following guidelines:

1. Design suitable rules:
   a. The rules should be specific and relevant to the skill or tactic you want to focus on.
   b. Make sure the rules are challenging but achievable so that athletes can problem-solve and adapt.
   c. Use rules that promote decision-making, creativity, and realistic game scenarios.
   • Example: “Players are only allowed to take a maximum of three touches before passing or shooting the ball.”
   • PRO OUTCOME: This rule promotes quick decision-making, ball control, and efficient passing in a game scenario. It encourages players to think strategically and make decisions based on the number of touches they have left. By limiting the number of touches, players need to be aware of their surroundings, anticipate the next move, and execute their actions efficiently. This constraint-led rule helps develop technical skills, awareness, and game intelligence in a fun and challenging way.
   • CON OUTCOME: There is always a downside to making rules. In the restricted touch rule above you also need to consider what the opposition will be doing. In a restricted touch game, they don’t need to close down as tightly or quickly as they know a pass or shot is coming and they may be better to intercept it. So always consider what the opposition will do with the rule you implement to gain the outcome. To ensure there is a better outcome you may say to the opposition that they gain a point every time they can steal the ball after the ball receives the ball.
2. Give clear instructions:
   a. Explain the purpose and goals of the constraint-led game clearly to the players.
   b. Communicate the specific rules and any changes to the usual game rules.
   c. Stress the importance of learning through trial and error and finding their own solutions.
   • Example: “Alright, everyone! In this game, we’re going to work on our decision-making and ball-control skills. Each player will be allowed a maximum of three touches before they must pass or shoot the ball. Remember, this means you have to think quickly and make your moves efficiently. Take your time to assess your options, but don’t hold onto the ball for too long. Look for opportunities to pass or take a shot when you have an advantage. Ready? Let’s start playing and see how well you can make the most out of your three touches!”
3. Create an engaging and supportive learning environment:
   a. Foster a positive atmosphere that encourages athletes to take risks and learn from mistakes.
   b. Promote teamwork, communication, and collaboration among players.
   c. Provide constructive feedback when necessary, but avoid interfering too much.
   • Example: “Alright, team! Today’s all about having a great time while learning together. Keep in mind that this is a safe space where it’s absolutely fine to make mistakes and grow as players. I want each of you to be there for one another, cheering and supporting throughout the game. Let’s communicate, share ideas, and unite as a team. Taking risks and trying new things should never be scary. If you happen to slip up, no worries at all – it’s just part of the learning process. We’re here to lend a hand and learn from one another. Always remember, the key is to relish the game and give it your all. Together, let’s foster a positive and encouraging environment where everyone can truly thrive!”
4. Observe and analyse:
   a. Act as an observer to see how athletes are adapting to the rules and adjusting their actions.
   b. Analyse the patterns of play, decision-making, and skill execution during the constraint-led game.
   c. Use your observations to guide future rule adjustments based on the athletes’ needs and progress.
5. Encourage player independence and decision-making:
   a. Motivate athletes to make their own decisions within the given rules.
   b. Avoid interrupting the game with instructions or corrections and only use questioning in dedicated breaks.
   c. Let players experience the consequences of their decisions, as this helps them learn from their actions.
6. Encourage reflection and self-assessment:
   a. Provide opportunities for athletes to think about their performance during the constraint-led game.
   b. Encourage self-assessment and problem-solving discussions among players.
   c. Help athletes reflect on areas where they can improve and think of possible solutions.
   • Questions that could be used in the scenario outlined above:
   1. How well were you able to make quick decisions within the three-touch constraint?
   2. Did you find it challenging to adjust your ball control and passing technique to fit within the three-touch limit? Why or why not?
   3. What strategies or tactics did you use to maximise your three touches and create scoring opportunities?
   4. Reflect on a specific moment where you made a successful pass or shot within the three-touch constraint. What factors contributed to that success?
   5. Can you recall a situation where you felt you could have made a better decision or used your three touches more effectively? How would you approach it differently now?
   6. How did the three-touch rule affect your awareness of teammates’ positioning and movement on the field?
   7. Were there any instances where you felt rushed to make a decision due to the three-touch limitation? How did you handle that pressure?
   8. What did you learn about your ball control and passing abilities through this game? Any specific strengths or areas for improvement?
   9. How did your understanding of the game and your decision-making skills develop during the three-touch game?
   10. How can you transfer the lessons learned from the three-touch game into a regular match? How might it impact your overall performance?
7. Questions
   • Questions encourage players to reflect on their performance, analyse their decision-making, evaluate their technical skills, and identify areas for improvement. They help promote self-awareness, critical thinking, and the application of learned lessons beyond the specific game scenario.
8. Gradually adjust the rules:
   a. Start with simpler rules and gradually increase the difficulty as athletes improve. Don’t be scared to change or adapt rules that are not working but be careful just because they aren’t doing what you want that you change rules to gain the outcome you want as their answer may be better than yours.
   b. Periodically review and modify the rules to address specific needs or tactics.

By following these guidelines, coaches can create effective constraint-led games that improve skill development, decision-making, and overall game performance. This approach empowers athletes to take ownership of their learning while enjoying the game.

The next article will focus on the various elements that should be in place to allow a high-functioning operant environment to excel.