This chapter explores the use of constraints in coaching to promote learning and self-organization. It discusses the confusion surrounding the term 'constraints' and proposes a new definition that emphasizes their role as informative boundaries rather than restrictive forces.
Part 4 in my series on the CLA. What is the purpose of adding constraints in the constraints led approach to coaching? How does this differ from what has been done in the past? What are the different ways constraint manipulations can be used? How do constraints influence movement?